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**.

==Christina Butz's Lesson Plan== Primary Source Lesson Plan Activity 3-D-1

**__Using Primary Sources to Learn about Child Labor__**
 * Grade 6**
 * __‍‍Objectives__**
 * Students will:**
 * develop an understanding of the importance of historical inquiry
 * evaluate primary source materials as artifacts for greater understanding of the past
 * identify the problems confronted by people in the past


 * __PA State Standards:__**
 * 8.1.6 A:** Understand chronological thinking and distinguish between past, present, and future time: people and events in time.
 * 8.1.6 B:** Explain and analyze historical sources.
 * 8.1.6 D:** Describe and explain historical research.
 * 8.3.6 A:** Identify and explain the political and cultural contributions of individuals and groups to United States History.
 * 8.4.6 B:** Identify and explain important documents, material artifacts, and historic sites in U.S. History. ‍‍

Political Cartoons Spider’s Web: Fredrikke Palmer, Women's Journal (1916) Man Swallowing Children: Robert Minor, The Daily Worker (22nd December, 1924) [] The Road to Dividends: [|TAD, 1877-1929], artist [] Hymn for working children: Fanny J. Crosby (1913) [] Keating-Owen Child Labor Act of 1916 (1916) []
 * __‍‍Materials: ‍‍__**

NARA Cartoon Analysis Worksheet []

NARA Written Document Analysis Worksheet []

Venn Diagram []


 * __Procedures__**

Students will have experience with using NARA Analysis worksheets to evaluate primary sources such as political cartoons, photographs, and documents. They will have already begun a unit studying Child Labor in the 1900’s and have some background knowledge about the topic.
 * Introduction:**


 * Students and teachers will briefly review what information has already been covered in this unit.
 * The teacher asks students to explain what primary sources are and why they would be important to finding out more information about child labor.


 * ‍‍Activity: ‍‍**
 * The teacher explains that the students will be broken up into three groups to analyze and evaluate three different political cartoons referring to Child Labor-using the NARA worksheets.
 * The students will then come together as a class to share the information they have discovered from the cartoons. They will work with a partner from another group and use a Venn diagram to compare and contrast their two different Political Cartoons.
 * Students will once again break into their three groups and use the NARA worksheets to analyze the Hymn for Working children and Keating-Owen Child Labor Act.
 * Students will be expected to complete a NARA Analysis worksheet for each type of document. They will then work within their group to create a political cartoon that they think would have an impact on the Child Labor movement in the 1900’s.
 * Students will share their cartoon with the class and explain why their illustration may have had an impact on Child Labor in the 1900’s.


 * ‍‍Assessment: ‍‍**

Completed: Venn Diagram NARA Cartoon Analysis Worksheet NARA Written Document Analysis Worksheet Process Assessment Evaluation form on group participation (Teamwork Logs)


 * ‍‍Teamwork Logs: ‍‍ **

What steps have you taken to organize your teamwork?

What steps have you taken to monitor the effectiveness of your team?

What steps have you taken to improve the effectiveness of your team?

What problems have you encountered in working as a team and how did you tackle them?

If you were to embark on a second, similar task as a team, what would be different about the way you go about working, and why?

==Tricia Dotson's Lesson Plan (Final Copy)== **__Project 3-D-1__** = = **__Lesson Plan__** =** __‍‍Essential Question:__ ‍‍ **= =** Why is the South’s Reconstruction considered a failure following the Civil War? **=
 * __ Student Task: __**
 * Fill out the K portion of the K-W-L organizer independently.
 * Meet with a small group and brainstorm a list of what you want to know about the failures of Reconstruction and record these on the W portion of the K-W-L organizer.
 * Review the following documents, data and cartoons independently.
 * Analyze each of them using the questions listed below the image independently.
 * Meet with a small group to discuss your analysis of each item.
 * As a group, finish the K-W-L organizer by creating a list of what you have learned from reviewing the documents in the L column.
 * Using the K-W-L information as well as any other information that you would like to access, complete the “If/Then Chart” attached to the bottom of this document. This can be completed with your small group.

**__ ‍‍Documents, Data and Cartoons ‍‍ __** **1. What does this Amendment guarantee and for whom?**
 * Document 1: The Thirteenth Amendment** Section 1. neither slavery nor involuntary servitude, except as a punishment of a crime whereof the party shall have been duly convicted, shall exist in the United States, or any place subject to their jurisdiction. Section 2. Congress shall have the power to enforce this article by appropriate legislation.


 * 2. What does Congress have the right to do in order to enforce this law? **


 * Document 2: The Fourteenth Amendment** Section 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny any person within its jurisdiction the equal protection of the laws.
 * 1. What does this Amendment guarantee? **
 * 2. For whom? **
 * Document 3: The Fifteenth Amendment** Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude. 1. Section 2 The Congress shall have power to enforce this article by appropriate legislation.


 * 1. Who is not protected by this amendment? **

"THE FREEDMAN'S BUREAU! AN AGENCY TO KEEP THE NEGRO IN IDLENESS AT THE EXPENSE OF THE WHITE MAN. TWICE VETOED BY THE PRESIDENT, AND MADE A LAW BY CONGRESS. SUPPORT CONGRESS & YOU SUPPORT THE NEGRO. SUSTAIN THE PRESIDENT & YOU PROTECT THE WHITE MAN."
 * Document 4: "The Freedman's Bureau" political cartoon**

"One in a series of racist posters attacking Radical Republicans on the issue of black suffrage, issued during the Pennsylvania gubernatorial election of 1866. (See also "The Constitutional Amendment!," no. 1866-5.) The series advocates the election of Hiester Clymer, who ran for governor on a white-supremacy platform, supporting President Andrew Johnson's Reconstruction policies. In this poster a black man lounges idly in the foreground as one white man ploughs his field and another chops wood. Accompanying labels are: 'In the sweat of thy face shalt thou eat thy bread,' and 'The white man must work to keep his children and pay his taxes.'"-- HarpWeek

click on this link to see cartoon: []


 * 1. What is this cartoon suggesting? **


 * 2. How do you think this message reflects the views of Southern Democrats in the South, and how might these attitudes affect the progress of Freedmen? **

**Document 5: //Plessy v. Ferguson//** May 18, 1896For over 50 years, the states of the American South enforced a policy of separate accommodations for blacks and whites on buses and trains, and in hotels, theaters, and schools. On May 18, 1896, the Supreme Court ruled in the Plessy v. Ferguson law case that separate-but-equal facilities on trains were constitutional.


 * 1. What was the impact of Plessy v. Ferguson beyond its effects on train passengers? **


 * Document 6: "Worse than Slavery"**

click on this link to see cartoon: []


 * 1. Based on the image above, what was the purpose of the Ku Klux Klan? **
 * 2. How did the Ku Klux Klan help to undermine Congress's efforts to protect freedpeople's equal rights? **

"But the decisive influence was the systematic and overwhelming economic pressure. Negroes who wanted work must not dabble in politics. Negroes who wanted to increase their income must not agitate the Negro problem. . . in order to earn a living, the American Negro was compelled to give up his political power." -- Dr. W.E.B. DuBois, //Black Reconstruction in America,//
 * Document 7: W.E.B. DuBois, //Black Reconstruction in America//**


 * 1) ** According to DuBois, why did freedmen stop voting? **


 * Document 8: Sharecropping maps**

"Sharecropping was very distinctive to the South after the Civil War until the 1940s. As late as 1936, about 60 percent of plantations were organized into sharecropper units."--Ingolf Vogeler

click on this link to see maps: []


 * 1. Based on the document above, what has changed on the plantation land since the War between the States? **
 * 2. Based on the document above and your knowledge of U.S. history, what was the real end result of sharecropping? **

**__ If/Then Critical Thinking Activity (‍‍Final Product ‍‍) __** Thinking about our essential question and refelcting on the resouces that you just surveyed - fill out the chart below. This will require you to create scenarios of what might have or might not have happeded had some of the actual events not occured.

__ Essential Question: __
=** Why is the South’s Reconstruction considered a failure following the Civil War? **=

__** (evidence) **__ ||
 * ** __If this did/did not happen….__ ** || __** Then this would or would not happen….. **__ || __** I know this Because…. **__

Now that you have created a chart of possible scenarios be prepared to participate in a class debate about reasons attributing to the South's Reconstruciton plan being considered a failure following the Civil War. You should use evidence from your resources to support your ‍‍arguments ‍‍.

Document 2: The Fourteenth Amendment[] Document 3: The Fifteenth Amendment[] Document 4: "The Freedman's Bureau" political cartoon[] Document 5: Plessy v. Ferguson [] Document 6: "Worse than Slavery" political cartoon[] Document 7: W.E.B DuBois' //Black Reconstruction//[] Document 8: Sharecropping maps[]
 * __ Sources: __** Document 1: The Thirteenth Amendment[]

== Mary's Lesson Plan (Final) ==

// Lesson: What makes political cartoons persuasive? //
The students will be using the SEA method to analyze a political cartoon. This is not something we have done before in 9th Grade English, so I thought that a general introduction to political cartoons (I do teach irony, metaphor, etc. in other areas). My students will be using the KWL Chart at the beginning to discuss what they know about political cartoons and the methods of ‍persuasion in writing ‍ and speaking. They will then use the cartoon analysis sheet to create a two- to three-minute presentation to share their findings with the class. As part of the presentation, students will need to present their political cartoon, identify the ‍persuasive techniques ‍used by the cartoonist, explain the author's message or point of view, and share whether they agree or disagree with this message. They should be prepared to support their opinions with evidence from the cartoon.
 * What method will students use to analyze the document(s), data and political cartoon(s)? (SEA or NARA worksheet)
 * Will your students use a graphic organizer like a KWL chart or Venn diagram?
 * What final product will your students create, if any? Students will analyze cartoons they have brought to class using [[file:analysis.pdf]].


 * How will your activity promote critical thinking skills? Students will extrapolate meaning from real-world cartoons and learn how to spot the methods of persuasion behind the message.


 * How will this lesson integrate with the rest of your curriculum? This lesson teaches the skills of //symbolism, exaggeration, labels, analogies, and irony//

//Student Objectives//
 * Develop critical question to explore the artistic techniques used in political cartoons and how these techniques impact a cartoon's message
 * Evaluate an author or artist's meaning by identifying his or her point of view
 * Identify and explain the artistic techniques used in political cartoons
 * Analyze political cartoons by using the artistic techniques and evidence from the cartoon to support their interpretations

** Indiana Standards met by this ‍lesson ‍ **
Sources [] []
 * ||< IN.2. ||< STANDARD ||<  ||
 * <  ||<   ||< Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material. ||<   ||
 * <  ||<   ||< 10.2.2. ||< PROFICIENCY STATEMENT ||<   ||
 * <  ||<   ||< Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Extend - through original analysis, evaluation, and elaboration - ideas presented in primary or secondary sources. ||<   ||
 * ||<  ||< IN.4. ||< STANDARD ||<   ||
 * <  ||<   ||< Writing: Processes and Features: Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising). ||<   ||
 * <  ||<   ||< 10.4.4. ||< PROFICIENCY STATEMENT ||<   ||
 * <  ||<   ||< Research Process and Technology: Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources. ||<   ||
 * <  ||<   ||< 10.4.6. ||< PROFICIENCY STATEMENT ||<   ||
 * <  ||<   ||< Research Process and Technology: Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources. ||<   ||
 * ||<  ||< IN.5. ||< STANDARD ||<   ||
 * <  ||<   ||< Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 10 combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. ||<   ||
 * <  ||<   ||< 10.5.9. ||< PROFICIENCY STATEMENT ||<   ||
 * <  ||<   ||< Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). ||   ||   ||
 * ||<  ||< IN.5. ||< STANDARD ||<   ||
 * <  ||<   ||< Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 10 combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. ||<   ||
 * <  ||<   ||< 10.5.9. ||< PROFICIENCY STATEMENT ||<   ||
 * <  ||<   ||< Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). ||   ||   ||
 * <  ||<   ||< 10.5.9. ||< PROFICIENCY STATEMENT ||<   ||
 * <  ||<   ||< Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations; synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions; demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information; demonstrates that sources have been evaluated for accuracy, bias, and credibility; organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). ||   ||   ||

==Introduction to //Of Mice// and Men: The Dust Bowl==

__**‍Grade Level**__: Grade 9 The student will:
 * __Objectives__:**

Develop an understanding of the effects of the Dust Bowl on Americans. Analyze primary sources and evaluate their importance as historical artifacts. Demonstrate an understanding of the causes of the Dust Bowl.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
 * __Common Core Standards__:**

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grades 9–10// //topics, texts, and issues,// building on others’ ideas and expressing their own clearly and persuasively.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


 * __Materials__:**
 * Primary Sources**:

20 famous photos of the Dust Bowl []

Excerpt from a memoir of a Midwestern farmer []

FDR’s “Fireside Chat” //[|http://www.history.com/topics/dust-bowl/audio#fdrs-fireside-chat-on-dust-bowl]//

Political cartoon – “A Shower at Last” []

NASA article on the causes of the Dust Bowl [|http://www.nasa.gov/centers/goddard/news/topstory/2004/0319dustbowl.html#item2] 1. Using technology, have students access and view **20 famous photos** of the Dust Bowl.
 * General Materials:** NARA worksheets, journals, computers, paper for posters, markers ‍
 * __‍Procedure__: ‍**

2. Using the **NARA worksheet** for photographs, each student will then analyze 3 photos of his choice.

3. Students will then share their responses with a partner and explain why they chose each photo. 4. In literature circles, the students will assign roles and read an excerpt from the **memoir** “Farming the Dust Bowl” by Lawrence Svobida, a wheat farmer from Kansas, who provides a first-hand account of the hardships and devastation caused by the drought. v The passage master chooses significant passages and discusses their importance with the group. v The vocabulary master clarifies any unfamiliar words. v The connector discusses connections to their own lives with the group.
 * Students will perform the roles of Summarizer, Passage Master, Vocabulary Expert, and Connector as they read.
 * The summarizer summarizes each section for the group.

5. Next, students will listen to FDR’s “Fireside Chat on the Drought and the Dust Bowl” and complete the NARA recording worksheet.

6. In their journals, they will write their reactions to the fireside chat from the perspective of a Midwestern farmer.

7. After conducting a partner share with a different partner, volunteers will share their entries with the class.

8. Next, students will use the NARA cartoon worksheet to analyze a political cartoon on the Dust Bowl.

9. In small groups (4-5 ), students will compare and contrast the message communicated in the “Fireside Chat” with the message of the political cartoon.
 * A student will be selected at random to share the observations of the group.

10. Finally, students will work with a partner and use technology to read the explanation of the conditions that resulted in the catastrophic Dust Bowl of the 1930’s and to view the animations provided by NASA.

11. Before reading the article, the students will be instructed to look for and record a surprising factor in the development in the catastrophic events.
 * Students will record their findings.

12. Students will then work in a triad to design and create a poster that reflects their understanding of the Dust Bowl.
 * The poster should reflect the impact of the Dust Bowl on America.
 * The causes of the Dust Bowl should be incorporated into the poster.
 * The poster should have an element of creativity.
 * The poster must have at least 5 components (e.g. pictures, quotations, chart).

13. Students will present their posters, which will remain on display until the end of the unit.


 * __‍Debriefing Questions__:**
 * What did you learn about the Dust Bowl that you didn’t know prior this lesson?
 * On a scale from 1-10, how well did you and your triad members work together on the poster?
 * What strategies did you use to create the poster that worked well? What strategies do you plan to use in the future to enable you to work more effectively?


 * __Assessments__:**
 * Students will submit all NARA worksheets.
 * A point value will be assigned for completion of the journal entry.
 * Literature circle response worksheets will be collected for credit.
 * The posters will be scored. ‍

==Michele Shawver's Lesson Plan - Bat 6 - Final Draft== As a part of my guided reading block I divide my students into 3-4 small reading groups based on their <range type="comment" id="133463">‍reading ability and interests ‍. I try to pull a variety of genres for these reading groups to experience including historical fiction that can then be tied into a true historical event. The lesson plan I am presenting is based on rights of US citizens and how these rights were violated during the Japanese American Internment during WWII.

1. Students will understand the rights and responsibilities of US citizens. 2. Students will locate and discuss proximity of Japan and Pearl Harbor. 3. Students will identify reasons why Japan bombed Pearl Harbor. 4. Students will identify reasons why the United States felt threatened by Japanese Americans. 5. Students will investigate and analyze primary sources in order to better understand why Japanese Americans were sent to internment camps and what their experience was like in the internment camps. 6. Students will read a historical fiction account of what life was like after WWII and the release of the Japanese Americans from internment camps.
 * <range type="comment" id="518453">‍Objectives**

Reading, Writing, Listeninng, and Speaking (1.1.4.G., 1.1.4.H, 1.2.4.A., 1.2.4.B., 1.3.4.F.) Government and Civics (5.2.4.A.) ‍
 * PA State Standards**

1. Students will use a map pf the world to locate Japan and Pearl Harbor. 2. Students will discuss the locations of both and why Japan may have choosen to attack Pearl Harbor. 3. Students will read section of social studies textbook containing summary of Pearl Harbor attack. 4. Students will view the official Naval Dispatch announcing the attack on Pearl Harbor. Discuss why this was issued and what it meant. 5. Students will then view President Roosevelt's speech to the nation on December 8, 1941. Students will discuss why the President felt it neccessary to declare war on Japan and enter WWII. 6. Students will view the third primary source, the Exclusion Order, which requests evacuation of all people of Japanese Ancestry by April 7. Students will discuss why this action was taken by the US government and what it meant for the Japanese American families. Students will decide if this was fair or unfair. Did this action go against what we know our rights are as US citizens? 7. Students will split into 3 groups and use the NARA analysis document sheet. Once each group has returned with their completed sheets the class will discuss the documents in depth. 8. Students use this background knowledge gained from the primary sources used to read and interpret a historical fiction book titled //Bat 6//. 9. In this text the students will read about what life is like for a group of girls in 6th grade following the release of the Japanse American citizens. The book contains references to WWII as well as the Internment Camps. The book also demonstrates the racial prejudice that continued to exist after the war had ended. The girls are faced with a harsh reality when one of their friends lashes out against a fellow Japanese teammate. 10. Students will then complete a Venn Diagram comparing and contrasting the real life events of the Internment Camp to the events that occur in the book related to the Internment Camps. [] (Naval Dispatch) [] (FDR speech in print and audio) [] (Exclusion order) [] (Various photographs of Japanese Americans at Manzar) Venn Diagram NARA Analysis Sheet
 * <range type="comment" id="698126">‍Lesson Procedures ‍**
 * Review previous lesson on rights and responsibilities of a US citizen.**
 * Materials**

Enter Lesson Plan here.
==Sara Sepelyak's Lesson Plan== Coal Town Grade 4 __Objectives__ Students will: __PA State Standards__: 7.3.6. C. Describe the human characteristics of places and regions by their settlement characteristics. 8.2.6. B. Identify and explain primary documents, material artifacts and historic sites important in Pennsylvania history from Beginnings to 1824. 8.2.6. C. Identify how continuity and change have influenced settlement patterns (e.g. Development of towns)
 * use photo analysis strategies to complete NARA photo analysis worksheets to discover stories behind photographs.
 * use a Venn diagram to analyze maps of the same town during different time periods to discover similarities and differences.
 * analyze a political cartoon using NARA cartoon analysis worksheet.
 * gain a deeper understanding of the history of coal mining.

__<range type="comment" id="833486">Materials __ NARA photo analysis worksheet [] Photo - Jermyn St Railcar 1880 Carbondale http://explorepahistory.com/displayimage.php?imgId=1-2-45B NARA cartoon analysis worksheet [] Political Cartoon http://www.loc.gov/pictures/resource/cph.3b10757/ Map Image of Carbondale 1890s [] Map Image of Carbondale 1851 [] Venn diagram (student made) __Procedure__ This lesson will take place over several class periods. The students will have almost completed a coal mining unit. The students will have prior experience using NARA worksheets to analyze primary sources.
 * <range type="comment" id="896317">Background **
 * Activities**
 * Display Map of Carbondale 1851. Ask students to identify the triangle located in the center of the town. Students will use this as the focal point to help them see the connections between the different maps. Encourage observations from the map, noting where housing is located, railroads, etc.
 * Display Map of Carbondale 1890’s. Ask students to identify the triangle focal point from the map of Carbondale 1851. Place students in groups of 4-5 and have each group create a Venn diagram. Allow students to compare and contrast the two maps using the Venn diagram.
 * When students have completed their Venn diagrams, <range type="comment" id="388460">share whole group. Discuss that changes occur over time and industry can be affected.
 * Display image of Jermyn St Railcar 1880 Carbondale. Place students in different groups of 4-5 and distribute NARA photo analysis worksheet. Allow students to study photo and complete NARA worksheet.
 * <range type="comment" id="897222">As a whole group, share findings of photo analysis. Teacher will inform students of the facts about the origin of the photograph and how it relates to the lessons presented in our coal unit. The teacher will then allow an additional 10 minutes for students to add anything they missed to the NARA worksheet before moving on.
 * Display political cartoon and distribute NARA cartoon analysis worksheet. Place students in groups of 4-5. Students will analyze political cartoon with group members. As a whole group, share findings and opinions about political cartoon.
 * Take students to computer lab. Explain to students that they will be finding their own primary sources that they will need to research, analyze, and write a summary of their findings for. Allow necessary time not to exceed two class periods. Display findings in the classroom to be shared.

NARA photo analysis worksheet Venn diagram NARA cartoon analysis worksheet Primary source with analysis and summary
 * Assessment**

==Brian Wiewiora's Lesson Plan== <span style="display: block; font-family: 'times new roman',serif; text-align: center;">Documents, Data, and Cartoons Lesson Plan: **<span style="font-family: 'Times New Roman',serif; font-size: 20pt;">VE Day **

====<span style="font-family: 'Times New Roman',serif;">Note: This lesson would be part of a larger unit on WWII. It is assumed that students already have background knowledge of the war and some of the events that have taken place leading up to VE day. Since my 8th grade curriculum already contains WWII, this lesson fits in perfectly. ====

__<span style="font-family: 'Times New Roman',serif;">Common Core Standards in this lesson: __
====<span style="color: #8a2003; font-family: 'Times New Roman',serif;">RH.6-8.1. <span style="font-family: 'Times New Roman',serif;"> Cite specific textual evidence to support analysis of primary and secondary sources. ==== ====<span style="color: #8a2003; font-family: 'Times New Roman',serif;">RH.6-8.2. <span style="font-family: 'Times New Roman',serif;"> Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. ==== ====<span style="color: #8a2003; font-family: 'Times New Roman',serif;">RH.6-8.4. <span style="font-family: 'Times New Roman',serif;"> Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. ==== ====<span style="color: #8a2003; font-family: 'Times New Roman',serif;">RH.6-8.6. <span style="font-family: 'Times New Roman',serif;"> Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). ==== ====<span style="color: #8a2003; font-family: 'Times New Roman',serif;">RH.6-8.7. <span style="font-family: 'Times New Roman',serif;"> Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. ====

<span style="font-family: 'Times New Roman',serif;">2) Students will read and analyze two speeches given on VE day. Again, students will use the NARA analysis sheet for each speech.
====<span style="font-family: 'Times New Roman',serif;">The first speech was given by Winston Churchill: [] ====

====<span style="font-family: 'Times New Roman',serif;">4) <range type="comment" id="934926">For a final activity, students will participate in a short debate to answer the question: Was VE day more important for the US or for Great Britain? ====

<span style="font-family: 'Times New Roman',serif;">Venn diagram
====<span style="font-family: 'Times New Roman',serif;">Debate (students will have to write a short paragraph to defend their point of view, since we will probably not have class time for all students to participate in a debate.) ====

==Cindy Palm Immigration Lesson Plan== ** Learning Activity 3-D-1 ** Topic: Immigration <range type="comment" id="951302">Curriculum Standards:

Civic discourse skill – speaking, listening, respecting diverse viewpoints, evaluating arguments.
 * 1) Civic Skills – 8.1.1.1.1 Exhibit civic skills including participating in civic discussion on issues in the contemporary world, demonstrating respect for the opinions of people or groups who have different perspectives, and reaching a consensus.

Techniques – PACED decision-making process (Problem, Alternative, Criteria, Evaluation, Decision)
 * 1) Economic Reasoning Skills – 8.2.1.1.1 Apply reasoned decision-making techniques in making choices; explain why different governments faced with the same alternatives might make different choices.

Online databases and atlases
 * 1) Geospatial Skills – 8.3.1.1.1 Obtain and analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions; provide rationale for its use.


 * 1) Geospatial Skills – 8.3.1.2.1 Formulate questions about topics in geography; pose possible answers; use geospatial technology to analyze problems and make decisions within a spatial context.

Population distribution
 * 1) Places and Regions – 8.3.2.3.1 Use appropriate geographic tools to analyze and explain the distribution of physical and human characteristics of places.

Locations of human populations – density and distribution of population, patterns of human settlement, migration, etc.
 * 1) Human Systems – 8.3.3.5.1 Describe the locations of human populations and the cultural characteristics of the US and Canada.


 * 1) Human Systems – 8.3.3.6.1 Describe how the physical and environmental features of the US and Canada affect human activity and settlement.

8. Historical Thinking Skills – 8.4.1.2.1 Pose questions about a topic in world history; gather and organize a variety of primary and secondary sources related to the questions; analyze sources for credibility and bias; suggest possible answers and write a thesis statement; use sources to draw conclusions and support the thesis; and present supported findings and cite sources.

NETS-S Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1,2) NETS-S Participate in a cooperative learning project in an online learning community. (2) NETS-S Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. NETS-S Employ data-collection technology, such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3,4,6) NETS-S Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3,4,6) NETS-S Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2,3,4,5)

President Obama is calling for a national conversation on immigration reform that builds a bipartisan consensus to fix our broken immigration system so it works for America’s 21st century economy, but he can’t do it alone. Help bring the debate to your community by hosting a roundtable. As part of our local history part, we are going to explore immigration and it’s affect on America, Minnesota, and Pine Island by hosting a round table discussion online regarding President Obama’s calling. = <range type="comment" id="696533">Essential Question: How can America Fix the Immigration System for America’s 21st Century Economy and National Security? =
 * KWL – Immigration
 * NARA analysis of documents, audio, video, maps, data
 * White House Presidential Round Table Feedback Form – final product

Secondary Question: What does it mean to be an American? A Minnesotan? A Pine Islander?

Preliminary Objectives: Research, Identify, Analyze, Critique, Detect: Causes and Effects of Immigration Contributions of Immigrants Various Waves of Immigration Impact of Immigrants on American Culture Impact of Immigrants on American Economy Growth of Neighborhoods and Ethnic Communities Obstacles Faced by New Immigrants

We will do this by reading/interpreting/analyzing primary sources dealing with immigration (documents, data, and political cartoons) as we build on our background knowledge of immigration history and effects over time in order to generate a PACED recommendation for the President of the United States.

Students/Parents/Community members will have to follow the required <range type="comment" id="147308">PACED (Problem, Alternative, Criteria, Evaluation, Decision) form of decision making in order to blog suggestions for our round table discussion. Evidence must be included in the blogs in the form of primary source documents and data.

We will register our round table discussion with the White House Administration and invite them, parents, and members of our community to join our discussions. [|White House Invitation]

Resource list will include, but are not limited to the following:

[]

including Obama’s Blueprint for Immigration Reform Immigration Roundtable Toolkit.pdf

Immigrants stories past/present []

[|www.teacher.scholastic.com/immigrat/]

Immigration Data []

[]

[]

Variety of Primary Sources including data, documents, audio, maps, political cartoons, etc.

[]

= <range type="comment" id="704553">Students and parents will have to back their opinions with factual evidence linked to create our online presentation for the President of the United States. = Talk: Talk about what immigration means to your community Identify: ideas that the Administration should be considering, and ways to engage your community in this important debate. Challenge: Ask the group to work together to educate your community and its leaders about what is needed to fix our broken immigration system Discuss: ways that you can share the broad support for addressing the need to reform the immigration system with us and others around the country and in your community.

After a set ending date, we will submit the link to our blogs and the following feedback memo to the White House with our recommendations. FEEDBACK MEMO [INSERT DATE HERE] MEMORANDUM FOR THE PRESIDENT’S IMMIGRATION TEAM FROM: [NAME OF REPRESENTATIVE FOR YOUR ROUNDTABLE] SUBJECT: ROUNDTABLE ON FIXING THE BROKEN IMMMIGRATION SYSTEM FROM [INSERT NAME OF YOUR GROUP, ORGANIZATION, OR LOCATION HERE] <range type="comment" id="636248">Top 3 Issues You Discussed: 1.  2.   3.  What was the issue that you think most needs to be addressed and why? What is an issue you discussed that folks have successfully helped tackle? What was their plan to tackle it? What are your plans following the event to help make sure people in your community know about the diverse support for immigration reform: Additional Notes/Comments – what did participants at your roundtable want the President’s team to know?:

Lesson plan is based on President Obama’s calling for a national conversation on immigration reform that builds a bipartisan consensus to fix our broken immigration system so it works for America’s 21st century economy, but he can’t do it alone. Help bring the debate to your community by hosting a roundtable. = = http://www.whitehouse.gov/issues/fixing-immigration-system-america-s-21st-century-economy = =

==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.