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The president of the united states copy

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  • 1. Which was the BEST?
  • 2.  My students will present information about legislation and policies of past and present presidents of the United States. By using and learning basic Web 2.0 tools, the students will then create a podcast, newscast or other type of media program to present at the end of the school year. They will also explain whether the legislation and policies are still in effect to the present day and how it is helping the country. They will also have a deeper understanding of the government in order to be productive citizens of the United States.
  • 3.  Essential QuestionHow has different legislation affect the United States? Unit Question(s)Which President has accomplished the most?Which legislation is considered the strongest of this President? The weakest Content Question(s)President _______ had legislation that had helped the country/hindered the country.What accomplishment did President ________ make to our country?
  • 4.  SS.10.C.1 compare various citizens’ responses to controversial government policies and actions by monitoring and debating government decisions and create a cooperative and peaceful solution to controversial government policies and actions SS.10.E.4 differentiate economic policy in the United States during each era (e.g., Colonial period, Revolutionary, Westward Expansion, Civil War and late 19th /early 20th Centuries) through types of taxes, taxation controversies, the effects of foreign trade and tariff policies SS.10.G.8 analyze the ways in which physical and cultural geography have influenced significant historic events and movements. SS.10.H.CL2.6 compare and contrast the position of the political parties and leaders on a variety of issues (e.g., economic development, territorial expansion, political participation, individual rights, states’ rights, slavery and social reforms). SS.10.H.CL5.6 assess the impact of urbanization and immigration on social, economic and political aspects of society in the United States in the late nineteenth century (e.g., labor, agriculture, ethnic neighborhoods, African Americans, immigrants, women and children). SS.10.H.CL6.1 evaluate the impact of United States foreign policy on global affairs (e.g., Open Door Policy, Good Neighbor Policy, Lend-Lease, and presidential programs of Taft, Roosevelt, and Wilson, such as Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy). SS.10.H.CL6.2 analyze the development of American expansionism, including the shift from isolationism to intervention and the economic and political reasons for imperialism.SS.10.H.CL6.3 investigate and explain the impact of the Spanish-American War on the United States as a world power, including locations of expansion and the changing image of the United States by the global community.SS.10.H.CL6.4 investigate the impact of technological advances and innovation in the early twentieth century both in the United States and the world (e.g., telephone, automobiles, flight, transportation, weapons and medical advances).SS.10.H.CL6.5 analyze and explain how political, social and economic factors influenced American involvement in World War I (e.g., treaties, alliances and nationalism).
  • 5.  SS.9-10.L.1 cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the SS.9-10.L.2 determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.SS.9-10.L.3 analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. SS.9-10.L.4 determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. SS.9-10.L.5 analyze how a text uses structure to emphasize key points or advance an explanation or analysis .SS.9-10.L.6 compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
  • 6.  SS.9-10.L.7 integrate quantitative or technical analysis (e.g., charts and research data) with qualitative analysis in print or digital text. SS.9-10.L.8 assess the extent to which the reasoning and evidence in a text support the author’s claims. SS.9-10.L.9 compare and contrast treatments of the same topic in several primary and secondary sources. SS.9-10.L.10 read and comprehend history/social studies texts at or above grade level text complexity band independently and proficiently. SS.9-10.L.12 write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g. figures, tables) and multimedia when useful to aiding comprehension. develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. use varied transitions and sentence structures to link the major sections of the text, create cohesion and clarify the relationships among ideas and concepts. use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • 7.  SS.9-10.L.13 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. SS.9-10.L.14 develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SS.9-10.L.15 use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. SS.9-10.L.16 conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SS.9-10.L.17 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 and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. SS.9-10.L.18 draw evidence from informational texts to support analysis, reflection, and rSS.9-10.L.19 write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences and research.
  • 8.  Learning and InnovationStudents will express their creativity by making a presentation about one of our presidents and their policies and legislation. Critical thinking skills will be used to learn and interpret the different policies and legislation. Communication between myself and the students for understanding through the project. 2.” Knowledge management (KM): Effective method of transferring know how among individuals, therefore critical to creating and sustaining a competitive advantage.” Read more: http://www.businessdictionary.com/definition /collaboration.html#ixzz2A5UV8oeN
  • 9.  Information, Media, and Technology SkillsStudents will use technology to gather information and be able to use other media to evaluate and organize in order to reach the final goal of the end project. Life and Career SkillsStudents will be working on this project over a stretch of time. During this process, the students will demonstrate self-discipline not only on their selves but maintaining their group on task to reach their final goal. The students will learn to work independently, in a group, responsibility for their own work and that of their group, and leadership.
  • 10. Students will access the Whitehouse page and overview the presidents:http://www.whitehouse.gov/about/presidentsStudents will choose five presidents that are unfamiliar to them and pick out important policies or legislation that was done during that term.I will use this information to help the students become resourceful in obtaining knowledge that is needed to get the end result towards the project.
  • 11.  Make History fun by showing that the past, present and future all go hand in hand Help students to become more comfortable in working together with others. Learn more about their executive and legislative branches in order to be productive citizens. Students will keep a personal journal as they continue to reach the end of the goal which is the presentation of a podcast, newscast or other media of their President. Help my students to achieve the last two steps of Blooms Taxonomy.
  • 12.  Learn to become more responsible with obtaining information from the internet Help students Learn to use Web 2.0 technology. Help the students understand that History is relevant today and in the future. Learn and reach Bloom’s last two steps in order to be productive citizens.
  • 13.  Are there too many CSO’s? The WVDE has spruced up the Social Studies section and there were many. Is my gauging students enough or do I need something else? It was hard to find something for 10th grade. Any advise is appreciated.THANK YOU