Learning+Activity+6-C-1

=Home> Learning Activity 6-C-1: Video or Map Lesson Plan=

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== Postcard Geography-final == Mary Feagley

====Postcard Geography  is an Internet project where postcards are sent by a class to lots of different schools about the geography of the place they live in, and in return the class gets postcards in return to map and research. I saw this project in action when I was a middle school librarian. This is a project (now archived) that can be found [|here]. ==== ====I would like to use this in English this fall to practice writing and communication skills. My technology student experts might enjoy designing the postcard that we would send out. ==== ====Teams can work to make the postcards (or purchased ones can be utilized), print the addresses on them, and then keep track of cards that are received. The class used a large tablecloth (that just happened to have a U.S. map on it!) on a bulletin board as the destination for the postcards received. ====

====[|Here] is another method of doing this project. Students can keep binders of maps and record the origins of postcards received along with geographical information. ====

[|Here] is a newer version of PCG, utilizing Google Docs.


1. Refine mental maps of locales, regions and the world; create,interpret, use and synthesize information from various representations of the earth. 2. Explain how language, art, music, belief systems and other cultural elements can facilitate global understanding or cause misunderstanding 3. Compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change; demonstrate the value of cultural diversity, as well as cohesion, within and across groups; interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding.
 * Objectives **



==Cindy Palm's Lesson Plan - Final!==

What is an American? [] Students will watch the animated video where two students discuss "what is an American?". This will be the anticipatory activity for the upcoming unit on American Dream/Immigration. After viewing the video, students will be asked to decide what they think the next unit of study will be based on promoting student led inquiry. A lesson on how to create an animated video on GoAnimate of Xtranormal will be shown. What is the American Dream? [|http://voicethread.com/#u2781064.b3224957.i17091665] (I am going to correct the photo - obviously should say "give me your tired, your poor...", as well as add several more pictures - at least one for every definition.)

Students will listen/view the voice thread. After each definition, I will pause the audio and get responses/questions of the students. Discussion will continue after the completion of the Voice Thread regarding the variety of definitions, connections to immigrants, and questions students have regarding the new project for Obama's "How to Fix American's Immigration System." Students will be asked to work in pairs to create their own animated videos on "What is the American Dream and its relation to immigrants?" After the presentations, students will continue their big research project on immigration. As part of the project students will listen to a variety of immigrants' interviews and analyze using the NARA video/audio worksheets. [] Inteviews with Immigrants to Minnesota [] Students will also compare/contrast using these two songs: Neil Diamond "America" - YouTube Video - On Immigrants coming to America - with old and new pics in video [] [] "Don't Bite the Hand that's Feeding You" by Walter Van Brunt in 1916 (Could be seen as anti-immigrant).
 * We Are America** raises the voice of immigrants in the national dialogue around our country’s broken immigration system. We lift up the personal stories of immigrants across America to put real people and communities back into national discussion on immigration policy.

==Darlene's Lesson Plan -- Final Copy! ;-)==


 * Topic**: //Night// by Eli Wiesel


 * Grade Level:** 9th Grade


 * Description**: This plan outlines the primary resources that could be used to enhance the study of Eli Wiesel's memoir //Night.//


 * Materials:**
 * Copies of //Night//
 * Laptops


 * Objectives:**

Students will:

Use maps to pinpoint specific locations (e.g. Eli Wiesel's birthplace, WWII concentration camps).

Use maps to determine distances between locations (e.g. their hometown and Wiesel's birthplace, Auschwitz and Buchenwald).

Use maps to trace specific routes.

View an interview to augment their understanding of the experiences described in the memoir.


 * Procedure:**

1. At the beginning of the unit, the instructor will provide a general introduction to the memoir.

2. Working with a partner, students will then use laptops and follow an established set of instructions to access pictures of and biographical information about Eli Wiesel.

3. Included in that background information will be the following map of the world and the map of Romania so that students can see both where Eli Wiesel lived in comparison to where they live in the United States and specifically where Sighet was located in Romania.

[] //Maps of the World// [] //U.S. Holocaust Museum//
 * World Map with Romania pinpointed**:
 * Map of Romania with Sighet starred**:

4. After the students have read the first section of the book, including Wiesel's deportation from the Sighet ghetto, they will view the following maps with their partners:

[] //-US Holocaust Museum//
 * Map of WWII Concentration Camps**:

The purpose in having them view the above map is so that they realize that there were more than just a few concentration camps and that not all of those camps were located in Germany. Students will locate Auschwitz on the map.

Students will also discuss the reason for the specific locations of the camps (rural areas).

[] //-US Holocaust Museum//
 * Deportations from Hungarian Ghettos to Auschwitz**

Working with their partners, students will trace Wiesel's journey on the train to Auschwitz. Considering the conditions that the deportees endured on the train, the trip was grueling. Students will have a better appreciation of that if they actually see the distance involved, along with the conditions that Wiesel describes.

5. Students will then continue to read and discuss the book up to and including Wiesel's departure from Auschwitz. At that point, students will work with their partners to trace both the death march made by Wiesel and his father from Auschwitz to Gleiwitz and their train ride from Gleiwitz to Buchenwald, which was a total of 350 miles from Auschwitz.

Again, if students view and calculate the distance from Auschwitz to Gleiwitz that Wiesel and his father walked/ran under extremely austere conditions during the winter, they will have a greater appreciation for what they endured. They will also calculate the distance of the train ride after they read Wiesel's description of the near fatal experience.


 * Death Marches from Auschwitz**

[] //-US Holocaust Museum// 6. Students will then continue to read and discuss the memoir and other activities will be conducted.

7. At the conclusion of the book, students wlll watch clips from Oprah's interviews with Eli Wiesel at Auschwitz. Only highlights from the videos will be shown for a number of reasons:


 * Because Eli Wiesel is highly emotional as he and Oprah move through the grounds of Auschwitz, he often whispers and his voice is inaudible at times. Oprah seems to be cognizant of that and often repeats his remarks; however, students may not be patient with extended viewing.


 * Altso, the interview is in 5 Parts. Not only would that be too much footage to maintain the attention of the students, but also showing the entire interview would take an extended amount of class time.


 * Oprah's Interviews with Eli Wiesel at Auschwitz** -- **Parts 1, 2, 3, 4, and 5**

Part I -- [] Part 2 -- [] Part 3 -- [] Part 4 -- [] Part 5 -- []

For the above segments of the unit, teacher observation will be used.
 * Assessments:**

==Michele's Lesson Plan -- Final== E.Q. What makes the migration of gray whales so unique?

Lesson Procedure 1. Students will view a picture of a gray whale. They will discuss what they observe about this particular type of whale and what might make it unique. 2. Students will then complete the "K" and "W" sections of their KWL chart. Students will discuss and record what they know about gray whale migration and what they want to learn about gray whale migration. 3. Nxt student will read the story //**Adelina's Whales**// by Richard Sobol which is located in the Reading Street fourth grade textbook. (This story is a photo essay which uses words and real photographs to tell about the gray whales in California and Mexico.) 4. Students will discuss and answer comprehension questions about the gray whale mirgration during and after reading the story. 5. Students will be distributed a blank map of North and South America. [|Map Outline] 6. As a class we will locate the starting point of the gray whale migration (Mexico and California) and the ending point of their journey(the Arctic Ocean). 7. Students will gain a better understanding of the almost 6,000 mile journey after plotting the path on the map. 8. Students will then create a 5 tab foldable. This foldable will be used to record information about the specifics of gray whale migration after viewing several videos. 9. The students will label each tab. (Where, What, When, Why, How) 10. Students will view the first video about some problems certain pods of gray whales face during their migration. [|Gray Whale Migration 1] 11. Students will complete any portion of the foldable that may be answered after this video. 12. Students will then view the second video which describes the decline in population during the journey. A group of scientists set out to determine why this may have occurred. was it less food availability or obstacles faced by the whales on the journey? [|Gray Whale Migration 2] 13. Students will again complete any portions of the foldable that may have been answered through the second video. 14. Students will view the third and final video. This video shows gray whale watching from aboard the Princess Monterey. [|Gray Whale Migration 3] 15. Students will complete the foldable. 16. Using the foldable as a guide the class will then complete the "L" section of the KWL chart to document what they have learned about gray whale migration. They will also determine what questions from the "W" section were answered through the story and/or the videos. 17. As a summarizing activity students will be asked to research the migration patterns of another creature. Students will be asked to discuss the whats, wheres, whens, whys, and hows and present the information to the class. The students will be responsible for mapping the migration of the creature they chose for their project to demonstrate their map skills.

==Brian Wiewiora's Lesson Plan== Return to Propaganda: WWII Since my students would have previously looked at propaganda posters, I thought it would be interesting to spend some time having them view two propaganda films. Essential Questions:

//What is propaganda?// //Why was propaganda used in World War II?// //How effective is propaganda?// //How is propaganda used today?//

1) First, students would watch this cartoon, which was made from the German point of view. [] While they watch, I would have them complete the NARA video sheet. Because this film is so short, I could show this more than once if necessary. Question F on the NARA sheet, about life in the US would need to be modified for this video. If I was able to find an alternate film that was longer, or an additional one one about the same length I would probably add another film to the German side. Unfortunately, the only other cartoon I found does not have English subtitles, so I chose not to use it.

2) Next, I would have students view this film, which was an American film produced by Walt Disney: [] Again, students would have to complete the NARA sheet.

3) As a whole class, we would spend time discussing both videos and looking for similarities and differences.

4) After students have finished viewing both films and the discussion was complete, I would want them to create a presentation using, Prezi, Animoto or another such platform about propaganda. Since students will have seen both posters and films at this point, I would want them to be able to describe propaganda and it's major features. This first part of the presentation would be short (30-60 seconds). In the second part of their presentation, I would want students to answer the remaining objective questions at the beginning of the lesson: //1) Why was propaganda used in World War II?// //2) How effective is propaganda?// //3) How is propaganda used today?//

I realize that the effectiveness of propaganda may not be easy to determine, but I would want students to at least attempt to answer that question. For the third question, I would simply want students to find an example or two of propaganda. Since we're in an election year, that shouldn't be too hard to find! Again, this presentation does not need to be of great length, and is not meant to be a huge undertaking. I would anticipate the entire project to be 3 minutes or less.

Here are some additional resources that students could use: [] []

__Assessment:__ NARA sheets Presentation

Christina Butz Video Primary Source Lesson Plan Activity 6-C-1

**__Lifestyles of Children__**
 * Grade 3**
 * __Objectives__**
 * Students will:**
 * develop an understanding of the importance of historical inquiry
 * evaluate primary source materials as artifacts for greater understanding of the past
 * explain their understanding of the changes that have occurred in the lifestyles of children since the 1950’s

Identify and describe how continuity and change have impacted U.S. history. Video: A day in the life of a child in the 1950’s [|http://www.youtube.com/watch?v=Jqe4W08124M&feature=player_embedded#!] Venn Diagram [] NARA motion picture Analysis Worksheet []
 * __PA State Standards:__**
 * 8.1.3 A:** Understand chronological thinking and distinguish between past, present, and future time: people and events in time.
 * 8.1.3 B:** Explain and analyze historical sources.
 * 8.3.6 A:** Identify and explain the political and cultural contributions of individuals and groups to United States History.
 * 8.3.3 C**
 * __Materials:__**


 * __Procedures__**

Students will have experience with using NARA Analysis worksheets to evaluate primary sources such as political cartoons, photographs, and documents. This lesson would be part of a history and social studies unit about families in America.
 * Introduction:**


 * Students would begin the activity with a discussion about their families and their daily lives. They would create a list or schedule of the types of activities they participate in on a daily basis.
 * The teacher asks students to explain what primary sources are and why they would be important to finding out more information about the history of American culture.


 * Activity:**
 * The teacher would explain why it is important to analyze and compare the details from current times to those of the past.
 * Students would share their schedules/lists with their peers and the teacher and find any similarities or differences.
 * Students would then view the video of the child from the 1950’s. After viewing the video they would then complete the NARA worksheet as a tool for analysis.
 * Students would work in teams on the worksheet.
 * Students would then complete a Venn Diagram based on their own life and that of the child in the video. Students would then share their diagram with their peers.
 * Once students had analyzed the video and thought critically about the differences between their own lives and that of a child in the 1950’s, the teacher would explain that they are now going to interview a relative who was a child in the 1950’s.
 * As a class, students will come up with a list of questions they will all ask their relative.
 * Once this sheet is complete, students would then use it to find out information about their own relative’s childhood.
 * Students would then return to class with that information and complete another Venn Diagram of their relative’s childhood and that of the child from the video.
 * Once all students have completed the diagram, the teacher would guide a discussion to determine why there are differences.
 * Students would then collect all their worksheets and information and use those tools to create a short report that explains the differences and similarities between their life, and that of their relative and the child from the video.

Completed: Venn Diagram NARA Motion Picture Analysis Worksheet Interview Questionnaire Report
 * Assessment:**

==Tricia Dotson==

= Title of Lesson: John Smith's Knowledge of Virginia in 1612 =
 * Target Group: Seventh graders in American History class **

Step One : Provide students with the essential question and have them write down possible answers that they have to the question, without studying anything yet.
== Step Two: Put students in small roups (approx. four per group) and provide them with the link to a map from John Smith - listed below. The groups should analyze the map and work through the questions listed below.==

[]
 * What did you notice about this map?
 * What is included in this map? What kinds of things are drawn in detail?
 * What is missing from this map?
 * What can the map tell us and what can it not tell us about this time period?
 * What do you notice about the waterways?
 * What do you notice about American Indians?
 * What questions do you want to ask about this map?
 * What do you already know about this map? About the time period in which it was created?
 * What further information would you want to know?

== Step Three: Have students count off by the numbers 1-2-3-4 within their group. Then direct all of the 1's to make a small group, the 2's, the 3's and 4's to do the same. In this jig saw exercise students will discuss their orignianl group's findings and brainstorm more info.==

Step Four: Provide the groups with a current map of Virginia: http://chnm.gmu.edu/loudountah/activities/pdf/vamap.pdf
Students will be asked to return to their original groups and analyze the current map. They will answer the same questions:
 * What did you notice about this map?
 * What is included in this map? What kinds of things are drawn in detail?
 * What is missing from this map?
 * What can the map tell us and what can it not tell us about this time period?
 * What do you notice about the waterways?
 * What do you notice about American Indians?
 * What questions do you want to ask about this map?
 * What do you already know about this map? About the time period in which it was created?
 * What further information would you want to know?

Step Five: Groups will create a list of the top five piece of geographical information that they think would have benefitted John Smith, had he known about them. They will record their answers on a shared Google Doc created by the instructor. This will allow them to veiw each others findings and discuss. ==== Step Six: As an exit card - students will be asked to answer the essential question by using assertions and elaboration in their answers. They will be encouraged to reflect on what they initially thought at the start of the lesson about what knowledge was needed.====

Assessments: __**Formative**__ = listening to group discussions - the teacher will walk around and determine if students are grasping the
"big picture."

__**Summative**__ = Written response to the essential question given in the form of an exit card.
==Sara Sepelyak's Lesson Plan FINAL==

The Days of the Coal Miners Grade 4 Objectives • complete video analyses by using the SEA method. • use a Venn diagram to study their findings from the SEA method worksheets comparing coal production from the 1920s to modern coal production. • gain a deeper understanding of the days of coal miners from history through analyzing primary sources. PA.7.2.6. Geography: The Physical Characteristics of Places and Regions. PA.7.3.6. Geography: The Human Characteristics of Places and Regions PA.8.1.6. History: Historical Analysis and Skills Development Materials: PA.8.2.6. History: Pennsylvania History SEA method analysis worksheet Venn diagram (student made) [] “Pennsylvania Anthracite Coal Mining”. This is a vintage 1920s film showing the workings of an underground Northeast Pennsylvania Coal Mine. This is a silent film and was originally a 16mm hand-cranked movie. [] “Historic Footage of Pennsylvania Colliery, ca. 1930-1940” [] “How Do They Do It?” Modern coal production. Pittsburgh, Pennsylvania. Activities Venn diagram SEA worksheet Discussion
 * Students will:**
 * PA State Standards:**
 * Materials:**
 * Procedure:**
 * 1) View the three film clips separately. First show the two film clips from the 1920s ([] and http://www.youtube.com/watch?v=UVYm-Baq7UM&feature=related) and then the modern coal production film clip “How Do They Do It?” ([])
 * 2) Analyze the film clips using the SEA method in groups of 4-5 students after each viewing.
 * 3) Discuss and write down outcomes as a whole group.
 * 4) Have each group create a Venn diagram on a sheet of paper. Then, have the groups complete the Venn diagram based on their analyses from the SEA method analysis worksheets.
 * 5) As a whole group, share findings of the Venn diagram. The teacher will create the Venn diagram on the Promethean board. The teacher will then allow an additional 10 minutes for students to add anything they missed to the Venn diagram.
 * Assessment**
 * Assessment**

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