Building community
•Download as PPTX, PDF•
0 likes•22 views
This document outlines the agenda and objectives for a teacher professional development session. The session will focus on collaboration, working with others outside normal social groups, and presentations on best teaching practices. Teachers will provide peer feedback on presentations in a "Critical Friends" activity. The agenda also includes icebreakers, group work, discussions, and using an interactive tool called Socrative for feedback.
Report
Share
Report
Share
Recommended
Mxolisi lesson plan
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over one 2-hour period on a Friday morning. The teacher will use a video and storytelling to engage students and introduce key concepts like Hitler's path to power and dictatorship. Students will then debate in groups about the positive and negative impacts of Hitler's rule. Formative assessment techniques will be used during the lesson, including observation, questioning, and peer assessment. At the end, students will summarize what they learned and answer questions about connections between World War I, World War II, and Hitler's downfall.
Historylessonplannazi 170828095133
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place in a classroom of diverse learners in Orlando East, South Africa. The teacher will begin with an introductory video and questions to assess prior knowledge. Then, they will engage learners through telling a story about Hitler's experiences and rise to power. Learners will discuss in groups the positive and negative impacts of Hitler. To conclude, the teacher will have learners summarize what they learned and address whether WWII was caused by WWI, and assign homework on justifying Hitler's actions and comparing events to South African history.
Schedule March / April
This document provides a schedule and overview of topics for a course on teaching English as a foreign language from March to April 2014.
The March module introduces the subject and discusses textbooks and resources to be used throughout the year. April topics include motivation, describing the English language and learners, different language levels, views on teaching English to young learners, and using instructions and flashcards.
ICT tools like PowerPoints, Prezi and Moodle are covered. Assignments include reading articles and chapters, creating a survey in Penzu, and designing instructional flashcards. The schedule also notes dates with no class meetings.
Children of the Holocaust
This document provides an overview of the key elements and activities in a lesson about children during the Holocaust for 6th grade students. The lesson includes:
- Reading and discussing a poem called "We Were Children Just Like You" about children in the Holocaust. Students will annotate the poem and identify lines that make them feel sad, uncomfortable, or hopeful.
- Viewing a short video called "Remember the Children: Daniel's Story" about a child survivor of the Holocaust. Students will write responses comparing how children in the Holocaust were similar to and different from themselves.
- A mix-freeze-pair-share activity where students discuss their responses with different partners while music plays.
- An exit ticket where
History lesson plan nazi
The lesson plan provides an overview of a history lesson that will teach 11th grade students about the rise of Nazi Germany. It will take place on a Friday morning and focus on how Hitler gained power after the fall of the Weimer Republic. The plan outlines the context of the students, learning objectives, content that will be covered through a video and group activity, and forms of assessment including a baseline test, group work, and debate.
Bmc english language_composition(situational writing)_recounts
This document provides a lesson on writing recounts. It defines recounts as narratives that describe events in chronological order. There are three types of recounts: factual, personal, and imaginative. Factual recounts objectively describe real events, personal recounts involve the writer's first-hand experiences, and imaginative recounts embellish real events with creative details. The document outlines the typical structure of recounts and seven key language features to employ, such as using time connectors, third-person perspective, and past tense verbs. Students are then instructed to write a 350-word factual recount based on provided information.
GE8 class 4 Jan 31st
This document provides an agenda for an English class that includes practicing the passive voice, recommending a museum, asking about and describing objects, and questions for a midterm test. Students will do speaking exercises to recommend a museum from a listening conversation and read information from a museum. They will also ask yes/no and WH- questions about objects and their materials.
First day ppt
This document outlines the expectations and procedures for an early American history psychology class. It includes classroom expectations like coming prepared and being respectful, as well as procedures for entering and exiting the class, turning in assignments, and what to do if finishing work early or there is an emergency. Students are also given directions on how to label their papers and an exit slip asking for one question.
Recommended
Mxolisi lesson plan
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over one 2-hour period on a Friday morning. The teacher will use a video and storytelling to engage students and introduce key concepts like Hitler's path to power and dictatorship. Students will then debate in groups about the positive and negative impacts of Hitler's rule. Formative assessment techniques will be used during the lesson, including observation, questioning, and peer assessment. At the end, students will summarize what they learned and answer questions about connections between World War I, World War II, and Hitler's downfall.
Historylessonplannazi 170828095133
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place in a classroom of diverse learners in Orlando East, South Africa. The teacher will begin with an introductory video and questions to assess prior knowledge. Then, they will engage learners through telling a story about Hitler's experiences and rise to power. Learners will discuss in groups the positive and negative impacts of Hitler. To conclude, the teacher will have learners summarize what they learned and address whether WWII was caused by WWI, and assign homework on justifying Hitler's actions and comparing events to South African history.
Schedule March / April
This document provides a schedule and overview of topics for a course on teaching English as a foreign language from March to April 2014.
The March module introduces the subject and discusses textbooks and resources to be used throughout the year. April topics include motivation, describing the English language and learners, different language levels, views on teaching English to young learners, and using instructions and flashcards.
ICT tools like PowerPoints, Prezi and Moodle are covered. Assignments include reading articles and chapters, creating a survey in Penzu, and designing instructional flashcards. The schedule also notes dates with no class meetings.
Children of the Holocaust
This document provides an overview of the key elements and activities in a lesson about children during the Holocaust for 6th grade students. The lesson includes:
- Reading and discussing a poem called "We Were Children Just Like You" about children in the Holocaust. Students will annotate the poem and identify lines that make them feel sad, uncomfortable, or hopeful.
- Viewing a short video called "Remember the Children: Daniel's Story" about a child survivor of the Holocaust. Students will write responses comparing how children in the Holocaust were similar to and different from themselves.
- A mix-freeze-pair-share activity where students discuss their responses with different partners while music plays.
- An exit ticket where
History lesson plan nazi
The lesson plan provides an overview of a history lesson that will teach 11th grade students about the rise of Nazi Germany. It will take place on a Friday morning and focus on how Hitler gained power after the fall of the Weimer Republic. The plan outlines the context of the students, learning objectives, content that will be covered through a video and group activity, and forms of assessment including a baseline test, group work, and debate.
Bmc english language_composition(situational writing)_recounts
This document provides a lesson on writing recounts. It defines recounts as narratives that describe events in chronological order. There are three types of recounts: factual, personal, and imaginative. Factual recounts objectively describe real events, personal recounts involve the writer's first-hand experiences, and imaginative recounts embellish real events with creative details. The document outlines the typical structure of recounts and seven key language features to employ, such as using time connectors, third-person perspective, and past tense verbs. Students are then instructed to write a 350-word factual recount based on provided information.
GE8 class 4 Jan 31st
This document provides an agenda for an English class that includes practicing the passive voice, recommending a museum, asking about and describing objects, and questions for a midterm test. Students will do speaking exercises to recommend a museum from a listening conversation and read information from a museum. They will also ask yes/no and WH- questions about objects and their materials.
First day ppt
This document outlines the expectations and procedures for an early American history psychology class. It includes classroom expectations like coming prepared and being respectful, as well as procedures for entering and exiting the class, turning in assignments, and what to do if finishing work early or there is an emergency. Students are also given directions on how to label their papers and an exit slip asking for one question.
Eng 309 Unit 1 Virtual Schedule
This document provides an overview and schedule for an English course unit on rhetorical style and genre. The unit will examine how style is shaped by genre and its unique purpose and audience. Students will learn to define genre, explain its rhetorical nature, analyze stylistic features of a genre, and demonstrate genre knowledge by reproducing and manipulating genres. The schedule outlines class meetings for introductions, exercises, workshops, and completing a genre analysis project involving three deliverables due on the listed dates.
Week of November 17th
This document outlines the 5th grade homework assignments for the week of November 17th through November 21st. Students have daily assignments in reading, math, writing, Wordly Wise vocabulary lessons, and independent reading. In math, students will work on multiplying fractions, reducing fractions, and studying for a quadrilaterals test on Thursday. In writing, students will practice using quotation marks. On Friday, students will take a social studies short answer assessment and have Discovery Center in science.
Eng 309 Unit 1 Virtual Schedule
This document provides an overview and schedule for an English course unit on rhetorical style and genre. The unit will examine how style is shaped by genre and its unique purpose and audience. Students will learn to define genre, explain its rhetorical nature, analyze stylistic features of a genre, and demonstrate genre knowledge by reproducing and manipulating a chosen genre. The schedule outlines class meetings for introducing genre, conferencing on student genre analyses, workshops for genre reproductions and parodies, and assignment due dates.
Living diversity
This document provides instructions for a lesson plan aimed at reinforcing knowledge of simple present tense and adjectives while reflecting on identity and diversity. Students will first create charts with 10 personal characteristics, then compare charts to find similarities with classmates. They will then work in groups to role play characteristics of Colombian people based on prompt cards before watching a video about stereotypes of Colombian women. Finally, students will create posters promoting diversity, differences, and social justice. The goal is to learn about identities and diversity through personal reflection and discussion of stereotypes.
Lesson plan
The document outlines an English lesson plan about describing people. The 90-minute lesson has objectives for students to be able to describe family members or friends using possessive adjectives and adjectives. It includes a warm-up activity watching a video on describing celebrities, a grammar lesson on verb "be" and possessive adjectives, and vocabulary for describing people. Students then create their own descriptions and present them to the class, with the teacher providing feedback.
Living diversity
This document provides instructions for a lesson plan aimed at reinforcing knowledge about identity and diversity. The lesson has students reflect on their own identities by creating charts of their personality traits, beliefs, interests and more. It then has them compare charts with classmates to find similarities and differences. Students also explore stereotypes about Colombian people through role plays and a video, discussing both positive and negative characteristics portrayed. The lesson closes by having student teams create posters promoting diversity, respect, and social justice.
Movement photomontage%20 collage
This document outlines a 6-week lesson plan on photomontage and collage. Each week focuses on a different artist's work and technique for students to emulate. In week 1, students define collage and make their own using various materials. Week 2 introduces photo montage, with activities responding to specific artists. Later weeks cover propaganda, still life photography incorporating magazines, and discussions of modernist and contemporary uses of the techniques. The goal is for students to experiment with different approaches and media, analyzing examples, while working towards a culminating booklet project.
Week 1 21 c literacies
This document provides an introduction and overview of topics and activities for the first week of an education course. It includes information about course communications using Remind, a discussion about what it means to be literate in the 21st century, a video about student experiences, an article about a First Nations woman's experience in residential schools, and an overview of the Ontario language curriculum expectations. Students are asked to reflect on how the article makes them feel and consider sharing the woman's story with younger students. They will also analyze strands of the language curriculum in relation to the week's activities and lessons.
GE13 G1 class 4 Jan 20th
The document provides an agenda for an English lesson that focuses on making small talk and using the past perfect tense. The lesson includes exercises on tag questions to practice small talk, speaking practice using tag questions in pairs, and an activity identifying the structure and use of the past perfect tense to describe events that took place before other past events in Steve Jobs' life.
Ellingboe 3 Interactive Activities
Three interactive activities that focus on intercultural awareness are described. The first, "Who are you culturally?", involves cultural self-reflection conversations in pairs. The second, "staying in description", is an eye-opening group activity where participants describe rather than interpret photos. They then generate questions on cultural context. The third involves teams creating presentations on peacemaking ideas. Example student presentations are shown, covering ideas like celebrating different cultures, singing peace songs, and learning greetings in multiple languages. Intercultural learning and peacemaking are said to go hand in hand.
Mxolisi lesson plan
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over a 2 hour period on a Friday morning. The teacher will start with a video and questions to assess prior knowledge. Then they will use a storytelling technique to introduce new content about Hitler's experiences and rise to power. Students will be split into groups to debate the positive and negative effects of Hitler's leadership. Formative assessment techniques like observation, questioning and peer review will be used. At the end, students will summarize what they learned and answer questions about connections to World War I and II and apartheid in South Africa.
Mxolisi lesson plan
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over a 2 hour period on a Friday morning. The teacher will start with a video and questions to assess prior knowledge. Then they will use a storytelling technique to introduce new content about Hitler's background and rise to power. Students will be split into groups to debate the positive and negative effects of Hitler's leadership. Formative assessment techniques like observation, questioning and peer review will be used. At the end, students will summarize what they learned and answer additional questions as homework. The goal is for students to understand the causes and consequences of Hitler's actions.
mxolisi lesson plan
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place over 2 hours on a Friday morning. The teacher will use a video and folktale to introduce concepts like dictatorship and Hitler's path to power. Learners will analyze sources in groups to identify positive and negative impacts of Hitler. The lesson concludes with a class debate and homework assignments assessing learners' understanding of causes and effects of Hitler's actions compared to South Africa's apartheid era. Formative assessment includes observation, questioning, and peer review during group work and debate.
lesson plan template
Mxolisi Mbatha will teach 43 grade 11 students about the rise of Nazi Germany. The lesson will take place on a Friday morning in Orlando East, South Africa. Mxolisi will assess students' prior knowledge with questions before showing a video. He will then engage students with the content through a story and questions. Students will discuss the negative and positive impacts of Hitler in small groups. Mxolisi will compare Nazi Germany to apartheid South Africa and assess students' understanding throughout the lesson.
Our Evolving Classrooms: Involving Students with Autism in Social Studies
The document provides information and suggestions for involving students with autism in social studies classes. It begins with background on autism as a spectrum disorder impacting communication and social interaction. It then discusses general considerations for students with autism, such as communication difficulties, sensory sensitivities, preference for routine, and challenges with social interaction. Examples are provided of adapted social studies assignments, like a group activity on labeling Canadian provinces and a think-pair-share on the Great Depression. Suggestions are offered for each assignment to support students with autism, such as written instructions, visual supports, and explicit directions. Resources on teaching students with autism are also referenced.
Writing autobiographies - Mandela's diary
This document discusses key elements of autobiographies and has students engage in an activity analyzing autobiographical extracts from Nelson Mandela and Anne Frank. It introduces autobiographies as someone's life written by themselves. Key elements that make up autobiographies are listed such as events, childhood, experiences, memories, challenges, and daily life. Students then analyze language features, problems faced, dreams, and obstacles in extracts from Mandela and Frank. They are tasked with writing a 250-300 word diary entry or autobiographical extract using techniques from what they've read.
Volunteer Advocacy Project - Week 1
This document provides an overview of the history and development of advocacy for individuals with disabilities and their families in the United States. It discusses key events and legislation that helped establish rights and services for this population, such as institutional abuse scandals in the 1960s/70s, the normalization and social role valorization movements, and seminal court cases like PARC and Mills that established the right to public education. It also summarizes the passage and reauthorizations of the Individuals with Disabilities Education Act, which aims to provide students with disabilities a free and appropriate public education. The document serves to inform trainees in the Volunteer Advocacy Project about the importance of advocacy and the legal foundations that protect the rights of those with disabilities.
Cse 627 final project
This document provides details for a 5-day unit on the 1950s and Cold War for a high school US history class. It includes learning objectives, lesson plans, and descriptions of activities and assessments for each day. The lessons cover topics like 1950s pop culture, rock and roll/beatniks, capitalism vs. communism, the Korean War, McCarthyism, and the atomic bomb. Various web tools like Prezi, YouTube, podcasts, and wikis are incorporated into student assignments. The unit is part of a larger course covering US history from the Great Depression to 9/11.
Essay Assignment #1Required length 3-4 pages not including the .docx
Essay Assignment #1
Required length: 3-4 pages not including the Works Cited
Overview
Since the beginning of the semester, this course has
examined
the experiences of international students in U.S. universities. To write this paper, you will
examine and
evaluate
one of Rebekah Nathan’s major claims, based on her evidence, the evidence of assigned/subsidiary readings, and your own brief ethnographic observations and/or those of your peers.
To complete this assignment, you must follow these steps:
1)
Review Nathan’s entire article “As Others See Us,” and choose one of the claims that she makes about
one topic
(see list under “Topics” below).
2)
Conduct your own
ethnographic observation
on the Temple campus, focusing on the same topic. Detailed, typed notes are due in class (see Course Schedule).
3)
Review other class materials on international students’ experiences, including both assigned/subsidiary readings and your classmates’ ethnographic observations/interviews.
4)
Write a paper in which you:
a.
Briefly summarize Nathan’s article in your introduction, beginning with its major claim.
b.
Present a clear, focused thesis statement that evaluates the validity of one of Nathan’s claims.
c.
Prove your thesis by discussing Nathan’s evidence, the evidence of one or two other assigned/subsidiary readings on a similar topic, and your own ethnographic observations and/or those of your peers.
Topics
Choose one of the claims that Nathan makes about one of the following topics to discuss:
1)
Teaching methods and classroom behavior in US universities
2)
Social life and making friends on US university campuses
3)
US-born college students’ ideas about other cultures, and how these affect the whole student community
Ethnographic Observation
In order to complete this paper, you must plan and execute an observation
on the Temple campus
that clearly relates to your chosen topic. (Note: you may choose to work in pairs. You may
not
do observations with more than one other person.)
Note:
Your observation notes are a separate piece of writing, with a separate due date, from your Assignment #1
.
1)
Choose a site (a place) where you can make observations of Temple students (and perhaps also Temple faculty) that clearly relate to your chosen topic. For example, if you are working on the topic “Social life and making friends on US university campuses,” then you must find a place where people interact with friends, and/or make new friends.
2)
Plan to spend at least one (1) hour observing your site.
3)
Decide, before you begin, whether you will only observe passively, or whether you will ask questions. If you decide to ask questions, write out 2 or 3 ahead of time, but be prepared to ask new and different questions to follow up on your interviewees’ answers.
4)
Write complete observation notes. These must describe:
The physical space:
o
Quickly draw a sketch of the physical space. Include structures, objects, locatio.
Soc semmcte
Socratic seminars are structured discussions that emphasize core skills like communication, evidence, reasoning, and critical thinking. They involve students sitting in a circle to discuss open-ended questions about a text without raising hands. The teacher facilitates the discussion by paraphrasing, following up, and encouraging participation from all students. Students reflect individually and as a group on their discussion and set goals for improvement. Socratic seminars take practice but can promote significant growth in students' analytical and discussion skills.
5810 day 1 (aug 23 2014) part 4
Shirley Brice Heath conducted an ethnographic study of two communities, Roadville and Trackton, located near textile mills in the Carolinas. Roadville was a white working-class community while Trackton was black. Heath observed differences in the language socialization of children in these communities and how it affected their preparation for school and work. The study aimed to understand how preschool environments influence the language skills needed for classrooms and jobs. It remains influential for illuminating the relationship between language, culture, and education.
Becoming w2 lecture_and_seminar_2013-14
Becoming an Educationalist - W2: PPT of lecture and simulation - followed by breakdown of the seminar activities.
More Related Content
What's hot
Eng 309 Unit 1 Virtual Schedule
This document provides an overview and schedule for an English course unit on rhetorical style and genre. The unit will examine how style is shaped by genre and its unique purpose and audience. Students will learn to define genre, explain its rhetorical nature, analyze stylistic features of a genre, and demonstrate genre knowledge by reproducing and manipulating genres. The schedule outlines class meetings for introductions, exercises, workshops, and completing a genre analysis project involving three deliverables due on the listed dates.
Week of November 17th
This document outlines the 5th grade homework assignments for the week of November 17th through November 21st. Students have daily assignments in reading, math, writing, Wordly Wise vocabulary lessons, and independent reading. In math, students will work on multiplying fractions, reducing fractions, and studying for a quadrilaterals test on Thursday. In writing, students will practice using quotation marks. On Friday, students will take a social studies short answer assessment and have Discovery Center in science.
Eng 309 Unit 1 Virtual Schedule
This document provides an overview and schedule for an English course unit on rhetorical style and genre. The unit will examine how style is shaped by genre and its unique purpose and audience. Students will learn to define genre, explain its rhetorical nature, analyze stylistic features of a genre, and demonstrate genre knowledge by reproducing and manipulating a chosen genre. The schedule outlines class meetings for introducing genre, conferencing on student genre analyses, workshops for genre reproductions and parodies, and assignment due dates.
Living diversity
This document provides instructions for a lesson plan aimed at reinforcing knowledge of simple present tense and adjectives while reflecting on identity and diversity. Students will first create charts with 10 personal characteristics, then compare charts to find similarities with classmates. They will then work in groups to role play characteristics of Colombian people based on prompt cards before watching a video about stereotypes of Colombian women. Finally, students will create posters promoting diversity, differences, and social justice. The goal is to learn about identities and diversity through personal reflection and discussion of stereotypes.
Lesson plan
The document outlines an English lesson plan about describing people. The 90-minute lesson has objectives for students to be able to describe family members or friends using possessive adjectives and adjectives. It includes a warm-up activity watching a video on describing celebrities, a grammar lesson on verb "be" and possessive adjectives, and vocabulary for describing people. Students then create their own descriptions and present them to the class, with the teacher providing feedback.
Living diversity
This document provides instructions for a lesson plan aimed at reinforcing knowledge about identity and diversity. The lesson has students reflect on their own identities by creating charts of their personality traits, beliefs, interests and more. It then has them compare charts with classmates to find similarities and differences. Students also explore stereotypes about Colombian people through role plays and a video, discussing both positive and negative characteristics portrayed. The lesson closes by having student teams create posters promoting diversity, respect, and social justice.
Movement photomontage%20 collage
This document outlines a 6-week lesson plan on photomontage and collage. Each week focuses on a different artist's work and technique for students to emulate. In week 1, students define collage and make their own using various materials. Week 2 introduces photo montage, with activities responding to specific artists. Later weeks cover propaganda, still life photography incorporating magazines, and discussions of modernist and contemporary uses of the techniques. The goal is for students to experiment with different approaches and media, analyzing examples, while working towards a culminating booklet project.
Week 1 21 c literacies
This document provides an introduction and overview of topics and activities for the first week of an education course. It includes information about course communications using Remind, a discussion about what it means to be literate in the 21st century, a video about student experiences, an article about a First Nations woman's experience in residential schools, and an overview of the Ontario language curriculum expectations. Students are asked to reflect on how the article makes them feel and consider sharing the woman's story with younger students. They will also analyze strands of the language curriculum in relation to the week's activities and lessons.
GE13 G1 class 4 Jan 20th
The document provides an agenda for an English lesson that focuses on making small talk and using the past perfect tense. The lesson includes exercises on tag questions to practice small talk, speaking practice using tag questions in pairs, and an activity identifying the structure and use of the past perfect tense to describe events that took place before other past events in Steve Jobs' life.
What's hot (9)
Similar to Building community
Ellingboe 3 Interactive Activities
Three interactive activities that focus on intercultural awareness are described. The first, "Who are you culturally?", involves cultural self-reflection conversations in pairs. The second, "staying in description", is an eye-opening group activity where participants describe rather than interpret photos. They then generate questions on cultural context. The third involves teams creating presentations on peacemaking ideas. Example student presentations are shown, covering ideas like celebrating different cultures, singing peace songs, and learning greetings in multiple languages. Intercultural learning and peacemaking are said to go hand in hand.
Mxolisi lesson plan
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over a 2 hour period on a Friday morning. The teacher will start with a video and questions to assess prior knowledge. Then they will use a storytelling technique to introduce new content about Hitler's experiences and rise to power. Students will be split into groups to debate the positive and negative effects of Hitler's leadership. Formative assessment techniques like observation, questioning and peer review will be used. At the end, students will summarize what they learned and answer questions about connections to World War I and II and apartheid in South Africa.
Mxolisi lesson plan
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over a 2 hour period on a Friday morning. The teacher will start with a video and questions to assess prior knowledge. Then they will use a storytelling technique to introduce new content about Hitler's background and rise to power. Students will be split into groups to debate the positive and negative effects of Hitler's leadership. Formative assessment techniques like observation, questioning and peer review will be used. At the end, students will summarize what they learned and answer additional questions as homework. The goal is for students to understand the causes and consequences of Hitler's actions.
mxolisi lesson plan
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place over 2 hours on a Friday morning. The teacher will use a video and folktale to introduce concepts like dictatorship and Hitler's path to power. Learners will analyze sources in groups to identify positive and negative impacts of Hitler. The lesson concludes with a class debate and homework assignments assessing learners' understanding of causes and effects of Hitler's actions compared to South Africa's apartheid era. Formative assessment includes observation, questioning, and peer review during group work and debate.
lesson plan template
Mxolisi Mbatha will teach 43 grade 11 students about the rise of Nazi Germany. The lesson will take place on a Friday morning in Orlando East, South Africa. Mxolisi will assess students' prior knowledge with questions before showing a video. He will then engage students with the content through a story and questions. Students will discuss the negative and positive impacts of Hitler in small groups. Mxolisi will compare Nazi Germany to apartheid South Africa and assess students' understanding throughout the lesson.
Our Evolving Classrooms: Involving Students with Autism in Social Studies
The document provides information and suggestions for involving students with autism in social studies classes. It begins with background on autism as a spectrum disorder impacting communication and social interaction. It then discusses general considerations for students with autism, such as communication difficulties, sensory sensitivities, preference for routine, and challenges with social interaction. Examples are provided of adapted social studies assignments, like a group activity on labeling Canadian provinces and a think-pair-share on the Great Depression. Suggestions are offered for each assignment to support students with autism, such as written instructions, visual supports, and explicit directions. Resources on teaching students with autism are also referenced.
Writing autobiographies - Mandela's diary
This document discusses key elements of autobiographies and has students engage in an activity analyzing autobiographical extracts from Nelson Mandela and Anne Frank. It introduces autobiographies as someone's life written by themselves. Key elements that make up autobiographies are listed such as events, childhood, experiences, memories, challenges, and daily life. Students then analyze language features, problems faced, dreams, and obstacles in extracts from Mandela and Frank. They are tasked with writing a 250-300 word diary entry or autobiographical extract using techniques from what they've read.
Volunteer Advocacy Project - Week 1
This document provides an overview of the history and development of advocacy for individuals with disabilities and their families in the United States. It discusses key events and legislation that helped establish rights and services for this population, such as institutional abuse scandals in the 1960s/70s, the normalization and social role valorization movements, and seminal court cases like PARC and Mills that established the right to public education. It also summarizes the passage and reauthorizations of the Individuals with Disabilities Education Act, which aims to provide students with disabilities a free and appropriate public education. The document serves to inform trainees in the Volunteer Advocacy Project about the importance of advocacy and the legal foundations that protect the rights of those with disabilities.
Cse 627 final project
This document provides details for a 5-day unit on the 1950s and Cold War for a high school US history class. It includes learning objectives, lesson plans, and descriptions of activities and assessments for each day. The lessons cover topics like 1950s pop culture, rock and roll/beatniks, capitalism vs. communism, the Korean War, McCarthyism, and the atomic bomb. Various web tools like Prezi, YouTube, podcasts, and wikis are incorporated into student assignments. The unit is part of a larger course covering US history from the Great Depression to 9/11.
Essay Assignment #1Required length 3-4 pages not including the .docx
Essay Assignment #1
Required length: 3-4 pages not including the Works Cited
Overview
Since the beginning of the semester, this course has
examined
the experiences of international students in U.S. universities. To write this paper, you will
examine and
evaluate
one of Rebekah Nathan’s major claims, based on her evidence, the evidence of assigned/subsidiary readings, and your own brief ethnographic observations and/or those of your peers.
To complete this assignment, you must follow these steps:
1)
Review Nathan’s entire article “As Others See Us,” and choose one of the claims that she makes about
one topic
(see list under “Topics” below).
2)
Conduct your own
ethnographic observation
on the Temple campus, focusing on the same topic. Detailed, typed notes are due in class (see Course Schedule).
3)
Review other class materials on international students’ experiences, including both assigned/subsidiary readings and your classmates’ ethnographic observations/interviews.
4)
Write a paper in which you:
a.
Briefly summarize Nathan’s article in your introduction, beginning with its major claim.
b.
Present a clear, focused thesis statement that evaluates the validity of one of Nathan’s claims.
c.
Prove your thesis by discussing Nathan’s evidence, the evidence of one or two other assigned/subsidiary readings on a similar topic, and your own ethnographic observations and/or those of your peers.
Topics
Choose one of the claims that Nathan makes about one of the following topics to discuss:
1)
Teaching methods and classroom behavior in US universities
2)
Social life and making friends on US university campuses
3)
US-born college students’ ideas about other cultures, and how these affect the whole student community
Ethnographic Observation
In order to complete this paper, you must plan and execute an observation
on the Temple campus
that clearly relates to your chosen topic. (Note: you may choose to work in pairs. You may
not
do observations with more than one other person.)
Note:
Your observation notes are a separate piece of writing, with a separate due date, from your Assignment #1
.
1)
Choose a site (a place) where you can make observations of Temple students (and perhaps also Temple faculty) that clearly relate to your chosen topic. For example, if you are working on the topic “Social life and making friends on US university campuses,” then you must find a place where people interact with friends, and/or make new friends.
2)
Plan to spend at least one (1) hour observing your site.
3)
Decide, before you begin, whether you will only observe passively, or whether you will ask questions. If you decide to ask questions, write out 2 or 3 ahead of time, but be prepared to ask new and different questions to follow up on your interviewees’ answers.
4)
Write complete observation notes. These must describe:
The physical space:
o
Quickly draw a sketch of the physical space. Include structures, objects, locatio.
Soc semmcte
Socratic seminars are structured discussions that emphasize core skills like communication, evidence, reasoning, and critical thinking. They involve students sitting in a circle to discuss open-ended questions about a text without raising hands. The teacher facilitates the discussion by paraphrasing, following up, and encouraging participation from all students. Students reflect individually and as a group on their discussion and set goals for improvement. Socratic seminars take practice but can promote significant growth in students' analytical and discussion skills.
5810 day 1 (aug 23 2014) part 4
Shirley Brice Heath conducted an ethnographic study of two communities, Roadville and Trackton, located near textile mills in the Carolinas. Roadville was a white working-class community while Trackton was black. Heath observed differences in the language socialization of children in these communities and how it affected their preparation for school and work. The study aimed to understand how preschool environments influence the language skills needed for classrooms and jobs. It remains influential for illuminating the relationship between language, culture, and education.
Becoming w2 lecture_and_seminar_2013-14
Becoming an Educationalist - W2: PPT of lecture and simulation - followed by breakdown of the seminar activities.
Diogo and Andrea's Articles
This document discusses the use of articles in English, including indefinite articles, definite articles, and situations where no article is used. It covers the basic meanings and uses of "a/an", "the", and no article. It also provides tips for teaching English articles to language learners, such as separating the different uses into individual lessons and focusing on the rules where students commonly make mistakes. The goal is to help students properly apply articles to singular count nouns and understand when "the" or no article should be used.
Boxer
This document discusses cross-cultural differences in perceptions of sexual harassment. It presents results from surveys and interviews with US students and international teaching assistants (ITAs) on their interpretations of various scenarios involving potential sexually inappropriate behaviors between teachers and students. The findings revealed gender and cultural differences, with ITAs sometimes finding behaviors appropriate that US students strongly felt were inappropriate. This highlights how cultural norms influence understandings of appropriate interactions and the potential for cross-cultural misunderstandings.
Elf.dec13 recent research
This document summarizes several recently published articles in applied linguistics and TESOL journals. It discusses articles that explore using background music to encourage small group discussions, teaching phrasal verbs through conceptual metaphors, raising awareness of noun groups in academic writing, using mingles to practice language forms and collect information, factors that lead to exceptional outcomes in second language pronunciation acquisition, and analyzing the authenticity of textbook conversation topics. The document provides high level overviews and examples from each article.
Integretaing Reading and Creative Writing
This presentation was delivered today for TOBELTA ( TESL Toronto and BELTA Reading and Writing Conference
Roseli Serra
Aug 8th 2014
· At the beginning of the semester you made a recording in which y.docx
· At the beginning of the semester you made a recording in which you interviewed yourself and answered questions about your own ideas and attitudes about racism. In many ways the recording represents a story about your racial identity. As we approach the end of the semester, it is time to listen to the recording and reflect on your own story then and now. For your Self-Reflection Paper your assignment is to: 1. Listen to your recording and consider: Carve out a block of time and listen to your recording without interruption. After listening to the recording, write down your initial responses to hearing your interview. Were you surprised to hear any of your responses? Would any of your answers change? Remain the same? What were your feelings as you listened? What did you learn about yourself from listening to the recording? How do you understand your impressions and responses? 2. Respond to the following questions: a. Use the appropriate Racial Identity Development model to describe your understanding of your own development: your assessment of your primary stage of RID at the start of the semester and where you see yourself now, providing concrete and specific examples from your recording and experiences over the course of the semester, both in and outside of class. Identify events and/or experiences that you feel facilitated your change process. Elaborate on other factors (e.g. gender/gender identity and expression, class, religion, ethnicity, sexuality, etc.) that have been central to your sense of self and that may impact your sense of racial identity. Identify personal and social concerns that you have resolved or are working on. b. Reflect on your current understanding of institutional and systemic racism, and if that is consistent with, or different from, what you expressed on your recording, and how you are applying that understanding. c. What is your understanding (“your story”) of your racial identity? How has your understanding/story evolved or changed over the course of the semester? In what ways? In what ways has it remained the same? What have you come to understand about: • Barriers within and outside of yourself that make it difficult to confront racism • Resources both within and outside of self that can help you in confronting racism • Steps you will take in your personal journey after leaving this course d. Identify 3-5 references that have been useful to you in the development of your thinking and self awareness. The purpose of the assignment is self reflection. Refer only to ideas, events and readings that were most significant to you in your analy (the Self-Reflection Paper) is due Week 11. This paper is a 5-6 page reflective writing assignment utilizing the self-recording you did for Week 2, the logs you have written, and concepts from the course, and should include 3-5 references.
·
· Listen to your recording, write down your initial responses.
· Respond to the following questions (headers encouraged):
· Use the ra.
Week 8 2020 bc
This document provides an agenda and notes for a teaching and learning session focused on assumptions, poverty, and challenging biases. The session includes an activity where participants choose who they would sit next to on a plane based on descriptions of different people, followed by a discussion about assumptions. The notes then discuss narratives of poverty, deficit-based language, identifying biases, collective responsibility, and using science as a guide for growth in judgment. The agenda includes presentations by students, triad discussions, and a look ahead to the next session.
Essay Assignment #1Required length 3-4 pages not including th.docx
Essay Assignment #1
Required length: 3-4 pages not including the Works Cited
Overview
Since the beginning of the semester, this course has examined the experiences of international students in U.S. universities. To write this paper, you will examine and evaluate one of Rebekah Nathan’s major claims, based on her evidence, the evidence of assigned/subsidiary readings, and your own brief ethnographic observations and/or those of your peers.
To complete this assignment, you must follow these steps:
1) Review Nathan’s entire article “As Others See Us,” and choose one of the claims that she makes about one topic (see list under “Topics” below).
2) Conduct your own ethnographic observation on the Temple campus, focusing on the same topic. Detailed, typed notes are due in class (see Course Schedule).
3) Review other class materials on international students’ experiences, including both assigned/subsidiary readings and your classmates’ ethnographic observations/interviews.
4) Write a paper in which you:
a. Briefly summarize Nathan’s article in your introduction, beginning with its major claim.
b. Present a clear, focused thesis statement that evaluates the validity of one of Nathan’s claims.
c. Prove your thesis by discussing Nathan’s evidence, the evidence of one or two other assigned/subsidiary readings on a similar topic, and your own ethnographic observations and/or those of your peers.
Topics
Choose one of the claims that Nathan makes about one of the following topics to discuss:
1) Teaching methods and classroom behavior in US universities
2) Social life and making friends on US university campuses
3) US-born college students’ ideas about other cultures, and how these affect the whole student community
Ethnographic Observation
In order to complete this paper, you must plan and execute an observation on the Temple campus that clearly relates to your chosen topic. (Note: you may choose to work in pairs. You may not do observations with more than one other person.)
Note: Your observation notes are a separate piece of writing, with a separate due date, from your Assignment #1.
1) Choose a site (a place) where you can make observations of Temple students (and perhaps also Temple faculty) that clearly relate to your chosen topic. For example, if you are working on the topic “Social life and making friends on US university campuses,” then you must find a place where people interact with friends, and/or make new friends.
2) Plan to spend at least one (1) hour observing your site.
3) Decide, before you begin, whether you will only observe passively, or whether you will ask questions. If you decide to ask questions, write out 2 or 3 ahead of time, but be prepared to ask new and different questions to follow up on your interviewees’ answers.
4) Write complete observation notes. These must describe:
The physical space:
· Quickly draw a sketch of the physical space. Include structures, objects, locations of people, approximate num ...
Similar to Building community (20)
Our Evolving Classrooms: Involving Students with Autism in Social Studies
Our Evolving Classrooms: Involving Students with Autism in Social Studies
Essay Assignment #1Required length 3-4 pages not including the .docx
Essay Assignment #1Required length 3-4 pages not including the .docx
· At the beginning of the semester you made a recording in which y.docx
· At the beginning of the semester you made a recording in which y.docx
Essay Assignment #1Required length 3-4 pages not including th.docx
Essay Assignment #1Required length 3-4 pages not including th.docx
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdThe Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaNatural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Recently uploaded (20)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Building community
- 2. We are an organization of learning, but we are also a learning organization.
- 4. Objectives • Teachers will collaborate with peers to create presentations on best teaching practices. • Individuals will work with others outside of their department, outside of their typical social circle or other type of clique.
- 5. 3 minutes 1.Make groups of 5 with.. 2.People you don’t know (that well). 3.Introduce yourselves.
- 6. Disclaimer The ideas and opinions represented in this PD do NOT necessarily reflect the beliefs of the San Ramon Valley Unified School District or San Ramon Valley High School’s administration. (or SRVEA) Legal Stuff
- 7. 1. Think of a person in this room you admire. 2. Think of 1-2 words why you admire them. 3. Smile. Do Now
- 8. Expectations 1.Stand up! 2.Your Last Name. 3.Their Last Name. 4.Share your 1-2 words. (no explanation) Peer Interaction (warm up)
- 9. Agenda: Intro: Community Legal Stuff: O’Connor’s Classroom Do Now: Peer Interaction Independent Practice: Presentations Group Work: Critical Friends Feedback: Socrative ______________________ Hidden Agenda: ?
- 11. Profile: O’Connor Full Name: Chad Charles Leighton Wiggin O’Connor Born: Northeast (represent!) Passion: Not being the smartest person in the room. Mission: Clique-busting / Communication Sign: NOT Scorpio Nicknames: Captain Chad, O’Connor McGregor, Supreme Leader, Supreme Leader O’Connor McGregor (SLOM), Funtime Bobby.
- 12. Best Practices What is the BEST strategy you use with students? Don’t be afraid to be brilliant. Presentations
- 14. Round #1 1. Teacher presents (1 minute) Group… - No electronic devices - Take notes - No talking Critical Friends
- 15. Round #2 2. Group discusses presentation (1 minute) - Do NOT talk to presenter - I wonder… Presenter: - No talking - Notes (“Participant Wonders”) Critical Friends
- 16. Round #3 3. Group discusses presentation (90 seconds) - Open conversation. - Respond to questions. - Smile. Critical Friends
- 19. Concept: The Holocaust Notes: Holocaust • Beginnings: As Eastern Europe was taken over by Germany, became a backyard for the Nazis, where the ugliest parts of their plan could be carried out. By late 1941, the first Jews from Germany and western Europe were gathered and moved, along with many other minorities, to concentration camps in Poland, Czechoslovakia, Lithuania, Latvia, Ukraine, and western Russia, where they were first used as slaves and then murdered.
- 20. Concept: The Holocaust Notes: Holocaust • U.S. Involvement:
- 21. Classroom Question • Watch the video. • Answer the questions. • Update your notes. Video Analysis
- 22. 5. Summary: In 5-8 sentences summarize today’s notes in the Summary section of your Cornell Notes. Ask a question! Make sure you mention all keywords/ concepts!!! Cornell Notes
- 23. You need to… • Read rubrics • Ask clarifying questions • Do the work! Third Quarter Grades
- 24. Why were German citizens so easily influenced by the Nazi movement? National Socialism
- 25. Preparation: - Each person shares for one minute. - Group listens, take notes (paper). - Group formulates a positive and negative view of WW2 w/ evidence (T-Chart). Philosophical Chairs
- 26. Preparation: Support your argument with: - Today’s articles - Cornell Notes - Google Classroom assignments - Propaganda Posters!! Philosophical Chairs
- 27. Philosophical Chairs Agree Be ready to explain / defend your choice… DisagreeUnsure An intellectual game… VOTE with movement.
- 28. Injustices: - Pink Stapler (Herman) - Chromebook charger. Repercussions: - No food (class) - Restricted bathroom use (class) Agency
- 30. Café Rules: - Complete 5 dishes (spend $30). - 1 appetizer; 1 entrée; 2 side dishes; dessert. - Mind the “Chomping Time.” - One dish at a time! - Completed this period! O’Connor’s Historic Café