This unit plan aims to teach high school juniors about the Civil Rights Movement over the course of one week. It will use a variety of teaching methods including lectures, videos, internet research, library sources, and a guest speaker. The plan analyzes the class of 20 students which has a variety of backgrounds and learning styles. The objective is for students to explain the basics of the Civil Rights Movement with 100% accuracy. Each day focuses on a different activity like a lecture on the movement's impact, watching Martin Luther King Jr.'s "I Have a Dream" speech, internet research on events, and a question and answer session with a speaker from the time period.
The Herald Palladium (used two photos with South Haven students: Baseline Middle School and North Shore Elementary at the Student Technology event sponsored by AT&T, 11-6-13)
Sustaining & Expanding Our CT World Language ProgramsBarbara Lindsey
Barack Obama's election is a powerful example of effective, grassroots, community-based campaigning. As language educators, language advocacy is our campaign but many of us don't know what to do. In this session participants will understand what language advocacy is, the importance of ongoing efforts for sustaining and expanding language programs and how to take advantage of various low-tech and high-tech community-building initiatives to promote, protect and preserve our language programs.
This is a presentation I gave to a critical linguistics class at UHH on March 14, 2014. It sums up my research findings about the reasons for the rapid first language attrition and loss of COFA migrants to Hawai'i.
The Syrian refugee situation, has become one of the biggest humanitarian crisis’ in the last decade. An estimated 9 million Syrians have fled their homes since the outbreak of civil war in March 2011. We see it on tv. We read about it in the news…but do we understand who and what a refugee is?
Brittney OkaforSubject Social StudiesLesson TitleLesson # .docxrichardnorman90310
Brittney Okafor
Subject: Social Studies
Lesson Title/Lesson #: The History of North Carolina (Pre-Colonial to Reconstruction)
Grade Level: Fourth Grade
Content Standard(s)
State standards and/or Common Core Standards
Analyze the chronology of key historical events in
North Carolina history.
1. De Soto’s expedition for gold leading to exposing the natives to European illnesses and disease.
2. Roanoke colonization
3. Trade Establishment
4. The Tuscarora War
The learner will examine the importance of the role of native American groups and examine the multiple roles they have played in the development of North Carolina.
2. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the lesson
1. Summarize the 3 main changes in cultures, everyday life and status
of indigenous American Indian groups in North Carolina
once the Europeans arrived.
2. Explain how people, events and developments brought
about changes to communities in various regions of North
Carolina.
Academic Language
What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?
1. Students will be expected read passages written about native American children of the time and interpret their thoughts, feelings, and experiences in their own words.
2. They will also be responsible for these vocabulary words and definitions: Barter, Colonization, Archaeologist, artifact, Natural Resources (Raw), Settle, Great Britain/England, American Indians, Enclosure Act, Coastal Plain Region, Piedmont Region, Mountain Region, King George III, French and Indian War.
3. An understanding of these terms and how they apply to the colonization of North Carolina along with having the ability to compare and contrast the experiences of the first settlers and native Americans will demonstrate their understanding of the material.
Prior Knowledge
What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?
Prior to this lesson, the students should have a basic knowledge of what a native American is, who Christopher Columbus was, and have at least heard of the thirteen original colonies. The students should also have an understanding of trading or bartering, and why it is important.
Materials
What materials are needed for the teacher and students? Instructional resources?
1. Students will need their composition notebooks to add their journal entries.
2. We will also need access to computers on the day when we complete the virtual tours.
3. A smart board will be an excellent resource when it is time to play audio clips, watch video clips, and show maps of the locations in question.
4. A map of N.C. for each student.
5. The tools worksheet with the images of native American tools.
6. Questionnaire about the video.
7. Shoe boxes.
The Herald Palladium (used two photos with South Haven students: Baseline Middle School and North Shore Elementary at the Student Technology event sponsored by AT&T, 11-6-13)
Sustaining & Expanding Our CT World Language ProgramsBarbara Lindsey
Barack Obama's election is a powerful example of effective, grassroots, community-based campaigning. As language educators, language advocacy is our campaign but many of us don't know what to do. In this session participants will understand what language advocacy is, the importance of ongoing efforts for sustaining and expanding language programs and how to take advantage of various low-tech and high-tech community-building initiatives to promote, protect and preserve our language programs.
This is a presentation I gave to a critical linguistics class at UHH on March 14, 2014. It sums up my research findings about the reasons for the rapid first language attrition and loss of COFA migrants to Hawai'i.
The Syrian refugee situation, has become one of the biggest humanitarian crisis’ in the last decade. An estimated 9 million Syrians have fled their homes since the outbreak of civil war in March 2011. We see it on tv. We read about it in the news…but do we understand who and what a refugee is?
Brittney OkaforSubject Social StudiesLesson TitleLesson # .docxrichardnorman90310
Brittney Okafor
Subject: Social Studies
Lesson Title/Lesson #: The History of North Carolina (Pre-Colonial to Reconstruction)
Grade Level: Fourth Grade
Content Standard(s)
State standards and/or Common Core Standards
Analyze the chronology of key historical events in
North Carolina history.
1. De Soto’s expedition for gold leading to exposing the natives to European illnesses and disease.
2. Roanoke colonization
3. Trade Establishment
4. The Tuscarora War
The learner will examine the importance of the role of native American groups and examine the multiple roles they have played in the development of North Carolina.
2. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the lesson
1. Summarize the 3 main changes in cultures, everyday life and status
of indigenous American Indian groups in North Carolina
once the Europeans arrived.
2. Explain how people, events and developments brought
about changes to communities in various regions of North
Carolina.
Academic Language
What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?
1. Students will be expected read passages written about native American children of the time and interpret their thoughts, feelings, and experiences in their own words.
2. They will also be responsible for these vocabulary words and definitions: Barter, Colonization, Archaeologist, artifact, Natural Resources (Raw), Settle, Great Britain/England, American Indians, Enclosure Act, Coastal Plain Region, Piedmont Region, Mountain Region, King George III, French and Indian War.
3. An understanding of these terms and how they apply to the colonization of North Carolina along with having the ability to compare and contrast the experiences of the first settlers and native Americans will demonstrate their understanding of the material.
Prior Knowledge
What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?
Prior to this lesson, the students should have a basic knowledge of what a native American is, who Christopher Columbus was, and have at least heard of the thirteen original colonies. The students should also have an understanding of trading or bartering, and why it is important.
Materials
What materials are needed for the teacher and students? Instructional resources?
1. Students will need their composition notebooks to add their journal entries.
2. We will also need access to computers on the day when we complete the virtual tours.
3. A smart board will be an excellent resource when it is time to play audio clips, watch video clips, and show maps of the locations in question.
4. A map of N.C. for each student.
5. The tools worksheet with the images of native American tools.
6. Questionnaire about the video.
7. Shoe boxes.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Analysis of Learner
Class of 20 high school juniors: 11 boys, 9 girls; 10 Caucasian, 2 Asian,
and 8 African American.
Students have a general idea of Civil Rights history.
Learning types: Students vary from visual learning to hands on
learning.
3. OBJECTIVE
Students will explain the basics of what the Civil Rights Movement is
through lessons by lecture, video, internet sources, library sources, and
special speaker with accuracy of 100% within one week.
4. DAY BY DAY
1. Lecture on Civil Rights Movement and it’s impact on change.
2. Show video of Martin Luther King’s “I Have a Dream Speech,”
discussion.
3. Have students use internet to search out a civil rights event that
they find interesting, discuss.
4. Have students utilize the library to find articles that pertain to the
civil rights movement, discuss.
5. Bring in a special speaker who lived through that time period and
have question and answer session.
5. TECHNOLOGY
Have computer up and prepared with speech to be presented.
Make sure all computers students will be using are up and running and
have a resource page for them to use as reference.
Make sure library and computers in library are available and time set
for class to utilize facilities.
