This document outlines an assignment where students will research historical time periods, take on roles of people who lived during those times, write blog posts from their perspectives, and create a documentary photo story to share what they've learned. Students will be assigned to research the Underground Railroad, Ellis Island immigration, or traveling the Oregon Trail. They will write blog posts as a slave, immigrant, or pioneer and create a photo story documentary to present what they've learned about their era.
Other worlds lessons: ASLA Conference 2011Lizzie Chase
This powerpoint is a web tour describing the 5 PDF resources written by Lizzie Chase at http://otherworlds.yolasite.com
The lessons integrate Web 2.0 tools into a series of lessons for upper primary and lower secondary English students
Like any other webquest, this one follows the same structure: Introduction, Task, Process, Resources, Evaluation and Conclusion. Students should put themselves in the place of people with special needs, reflect on their attitudes and behaviour towards them. They will be also ask to design a poster to help improve attitudes toward children with disabilities. In the process, they follow some given topics and links. They are also aware of what their evaluation will consist on and what they´ll have learnt when the project is complete.
This document discusses what motivates entrepreneurs and how to identify one's own motivations. It was created by Ziya Boyacigiller, a mentor to Turkish entrepreneurs. The document instructs readers to make lists of activities they loved in different life stages and imagine their career developing from those activities to understand recurring themes of what motivates them. This self-reflection helps ensure one chooses a career that matches their motivations to find happiness and success.
30 days of activities for students to challenge themselves over the summer. Includes creative writing, career connections, digital storytelling, crafts, current news, science activities and more!
This document provides guidance on creating photographic books. It discusses determining the purpose and audience for the book. Various examples of published books are described to illustrate different styles and layouts. Advice is given on gathering and editing images, creating mockups, and getting feedback. Options for printing and binding books are outlined, including using print-on-demand services or working with specialty printers and binders. Resources for further information on photobooks are listed.
The document discusses using digital tools in the classroom. It provides examples of several digital tools that could be used for various purposes like calendars, video recording, reading tools, QR codes, writing tools, numeracy tools, and communication tools. It also discusses setting up student contracts and policies around device use, cybersafety, creative commons, and ways to continue developing digital practices in the classroom.
This document provides instructions for seven different brainstorming activities: Heart Map, Timeline, Favorite Things, Web, Wonderwall, Writer's Walk. For each activity, a brief example is given along with more detailed instructions on how to complete the activity. The activities encourage creative thinking on topics like interests, life events, wishes, and observations during a walk.
Slides from Morten Rand-Hendriksen's WordCamp Europe 2016 talk by the same title. Companion article at https://mor10.com/empathy
The prevailing narrative in the web community hails empathy as a cure for much of what ails our modern digital spaces. Empathy seems a worthy tool for making our designs and interactive experiences more human, but used indiscriminately it may do more harm than good. To design experiences that fit the real lives of the people who use them, we need to take a critical look at our methods and make empathy the first step in a larger process.
Other worlds lessons: ASLA Conference 2011Lizzie Chase
This powerpoint is a web tour describing the 5 PDF resources written by Lizzie Chase at http://otherworlds.yolasite.com
The lessons integrate Web 2.0 tools into a series of lessons for upper primary and lower secondary English students
Like any other webquest, this one follows the same structure: Introduction, Task, Process, Resources, Evaluation and Conclusion. Students should put themselves in the place of people with special needs, reflect on their attitudes and behaviour towards them. They will be also ask to design a poster to help improve attitudes toward children with disabilities. In the process, they follow some given topics and links. They are also aware of what their evaluation will consist on and what they´ll have learnt when the project is complete.
This document discusses what motivates entrepreneurs and how to identify one's own motivations. It was created by Ziya Boyacigiller, a mentor to Turkish entrepreneurs. The document instructs readers to make lists of activities they loved in different life stages and imagine their career developing from those activities to understand recurring themes of what motivates them. This self-reflection helps ensure one chooses a career that matches their motivations to find happiness and success.
30 days of activities for students to challenge themselves over the summer. Includes creative writing, career connections, digital storytelling, crafts, current news, science activities and more!
This document provides guidance on creating photographic books. It discusses determining the purpose and audience for the book. Various examples of published books are described to illustrate different styles and layouts. Advice is given on gathering and editing images, creating mockups, and getting feedback. Options for printing and binding books are outlined, including using print-on-demand services or working with specialty printers and binders. Resources for further information on photobooks are listed.
The document discusses using digital tools in the classroom. It provides examples of several digital tools that could be used for various purposes like calendars, video recording, reading tools, QR codes, writing tools, numeracy tools, and communication tools. It also discusses setting up student contracts and policies around device use, cybersafety, creative commons, and ways to continue developing digital practices in the classroom.
This document provides instructions for seven different brainstorming activities: Heart Map, Timeline, Favorite Things, Web, Wonderwall, Writer's Walk. For each activity, a brief example is given along with more detailed instructions on how to complete the activity. The activities encourage creative thinking on topics like interests, life events, wishes, and observations during a walk.
Slides from Morten Rand-Hendriksen's WordCamp Europe 2016 talk by the same title. Companion article at https://mor10.com/empathy
The prevailing narrative in the web community hails empathy as a cure for much of what ails our modern digital spaces. Empathy seems a worthy tool for making our designs and interactive experiences more human, but used indiscriminately it may do more harm than good. To design experiences that fit the real lives of the people who use them, we need to take a critical look at our methods and make empathy the first step in a larger process.
Este documento discute el tema del plagio en la arquitectura. Presenta un caso emblemático de plagio involucrando el diseño de la Freedom Tower en Nueva York. También explora la delgada línea entre el plagio y la reinterpretación conceptual. Concluye que el plagio arquitectónico es más fácil de detectar hoy en día debido a Internet, pero que también permite defenderse del plagio.
El documento discute la importancia de fomentar hábitos alimenticios saludables en niños preescolares para prevenir la obesidad infantil. Explora la cultura alimentaria mexicana, incluyendo los alimentos que comían los ancestros mexicanos y cómo ha cambiado con el tiempo. También analiza cómo la publicidad y los comerciales pueden influir en las decisiones alimenticias de los niños.
Este documento describe las garantías básicas contenidas en los tratados bilaterales de inversión, incluyendo la protección contra expropiación ilegal, el trato justo y equitativo, la cláusula "paraguas" y otras. Se enfoca en explicar el concepto de trato justo y equitativo, analizando cómo ha sido interpretado y aplicado en diferentes casos de arbitraje. Finalmente, discute cómo esta garantía se ha relacionado con la práctica, especialmente en controversias involucrando a la República Argentina.
O documento discute a importância das redes sociais na comunicação contemporânea, destacando que mais de 67 milhões de brasileiros participam ativamente delas. Apresenta dicas sobre como se comportar adequadamente em redes sociais e estratégias de gestão de comunicação nesses ambientes, incluindo produção de conteúdo relevante, monitoramento de conversas e engajamento com outros usuários.
O documento lista as qualidades e responsabilidades necessárias para um aluno representante de turma. As qualidades incluem ser confiável, compreensivo, educado, responsável e justo. As responsabilidades incluem servir como elo entre a turma e a escola, informar os colegas sobre reuniões e transmitir recados.
El documento resume las oportunidades comerciales que se abren para Colombia a raíz de la entrada en vigencia de varios TLC, incluyendo el TLC con Estados Unidos, Canadá, Suiza y Liechtenstein. Se destacan sectores como agroindustria, textiles, autopartes y servicios que tendrán nuevas oportunidades en estos mercados. Además, se resaltan los esfuerzos de Proexport para preparar a las empresas colombianas a aprovechar estas oportunidades, como ruedas de negocios y capacitaciones.
Módulo 1 conceitos e fundamentos do turismoquelsmelo
O documento discute conceitos fundamentais do turismo, definindo-o como a atividade e fenômenos resultantes da deslocação e permanência de pessoas fora de seu local habitual de residência. Apresenta diferentes classificações de turismo de acordo com a origem dos visitantes, duração da permanência e tipo de atividade, como turismo cultural, desportivo, de negócios e étnico.
Analise de Redes Sociais, Sucesso Académico e FacebookNeuza Pedro
Este estudo analisou o impacto da colaboração online através do Facebook no sucesso acadêmico de alunos. Duas turmas participaram em atividades no Facebook por 4 semanas. Os resultados mostraram que alunos com maior participação tiveram melhores notas, especialmente na turma com método de ensino tradicional.
[I] O documento discute a inclusão escolar de alunos com necessidades educacionais especiais de acordo com a legislação brasileira. [II] Estes alunos incluem aqueles com dificuldades de aprendizagem, comunicação ou altas habilidades. [III] Mais recentemente, a política passou a se referir a esses alunos como tendo deficiência, transtornos de desenvolvimento ou altas habilidades.
How to differentiate instruction in a mixed ability classroomabrownl2
The document discusses differentiating instruction in a mixed-ability classroom. It identifies three characteristics that guide differentiation: readiness, interest, and learning profile. It then discusses differentiating the curriculum by content, process, and product to meet student needs. Various strategies are provided for differentiating content, process, and assessing student work products. The document emphasizes adapting primary sources and content to make it accessible to struggling readers.
Shs cgp module 1 embarking on a journey of self-awarenessJOCELINDA GANNABAN
The document summarizes Module 1 of a Grade 10 Career Guidance Manual. It discusses having students create self-portrait bags and dream collages to help them learn about their interests, values, and skills. The main activity involves decorating paper bags and putting objects inside that represent themselves. Students then share their bags in groups. The goal is to help students learn about themselves so they can make informed decisions about their future careers.
1. Some believe it is because their ancestors walked on all fours like animals long ago, keeping their palms from sun exposure.
2. Others think it is because black people historically kept their hands folded in prayer.
3. It has also been said that God made their hands lighter so they wouldn't dirty the food they prepared for their masters.
1. The story seeks to answer why the palms of black people's hands are lighter than the rest of their bodies. 2. Various characters provide fanciful explanations for this physical trait, from the hands not being exposed to the sun to the hands being tied or used for prayer. 3. The narrator's mother provides a more thoughtful explanation, that God made black people's hands the same as others to show that all people are equal regardless of differences in appearance.
The passage explores different explanations provided by various characters for why the palms of black people's hands are lighter than the rest of their skin. These explanations range from the hands being protected from the sun while walking on all fours, to God making their hands lighter to show that all people are equal regardless of skin color. By recounting these various perspectives, the story examines how beliefs about race are socially constructed and reveals underlying attitudes towards people of African descent.
This document provides a digital unit plan template for a unit on William Golding's novel Lord of the Flies. The unit will explore themes related to human society through close analysis of the text. Key themes include order vs chaos, human nature, and the corruption of power. Assessments include entry-level brainstorming, formative quizzes and literature circles, and summative projects where students design their ideal society and present on its outcomes. The unit aims to critically examine how the novel's exploration of social breakdown applies to real world examples and students' own lives.
How To Write A Good Introduction For A NarrativLisa Martinez
The document provides instructions for creating an account and submitting a request for paper writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with email and password; 2) Complete a request form with instructions, sources, and deadline; 3) Review bids from writers and choose one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. The process aims to match clients with qualified writers and ensure papers meet expectations.
This document provides instruction for students on writing a community profile essay assignment for an English 111 class. It outlines the requirements for the essay, including using background information, sensory details, examples, dialogue, and anecdotes. It also discusses choosing a subject and angle for the profile. Students are advised to brainstorm, outline, write a draft, conduct a peer review, revise, edit, and finally publish their essay. The deadline for the final draft is November 2nd.
What the Novel "Stargirl" Really Teaches Useareilly
This lesson plan has students explore high school stereotypes by having them take on the role of a stereotype and related issue. Students research stereotypes and issues, then write from the perspective of their assigned stereotype dealing with an issue. They discuss their roles in groups and a class activity. The goal is for students to gain insight into others' experiences and challenge their own perceptions of peers.
What the Novel "Stargirl" Really Teaches Usguest3884c2
This lesson plan challenges high school students to examine stereotypes by role playing different stereotypes and exploring an adolescent issue. Students read the novel "Stargirl" and research stereotypes and issues online. They then choose a stereotype and issue to explore through a creative writing assignment from that perspective. Students discuss their roles in literature circles and a class activity. The goal is for students to gain insight into others' experiences and reevaluate social groups and stereotypes.
Este documento discute el tema del plagio en la arquitectura. Presenta un caso emblemático de plagio involucrando el diseño de la Freedom Tower en Nueva York. También explora la delgada línea entre el plagio y la reinterpretación conceptual. Concluye que el plagio arquitectónico es más fácil de detectar hoy en día debido a Internet, pero que también permite defenderse del plagio.
El documento discute la importancia de fomentar hábitos alimenticios saludables en niños preescolares para prevenir la obesidad infantil. Explora la cultura alimentaria mexicana, incluyendo los alimentos que comían los ancestros mexicanos y cómo ha cambiado con el tiempo. También analiza cómo la publicidad y los comerciales pueden influir en las decisiones alimenticias de los niños.
Este documento describe las garantías básicas contenidas en los tratados bilaterales de inversión, incluyendo la protección contra expropiación ilegal, el trato justo y equitativo, la cláusula "paraguas" y otras. Se enfoca en explicar el concepto de trato justo y equitativo, analizando cómo ha sido interpretado y aplicado en diferentes casos de arbitraje. Finalmente, discute cómo esta garantía se ha relacionado con la práctica, especialmente en controversias involucrando a la República Argentina.
O documento discute a importância das redes sociais na comunicação contemporânea, destacando que mais de 67 milhões de brasileiros participam ativamente delas. Apresenta dicas sobre como se comportar adequadamente em redes sociais e estratégias de gestão de comunicação nesses ambientes, incluindo produção de conteúdo relevante, monitoramento de conversas e engajamento com outros usuários.
O documento lista as qualidades e responsabilidades necessárias para um aluno representante de turma. As qualidades incluem ser confiável, compreensivo, educado, responsável e justo. As responsabilidades incluem servir como elo entre a turma e a escola, informar os colegas sobre reuniões e transmitir recados.
El documento resume las oportunidades comerciales que se abren para Colombia a raíz de la entrada en vigencia de varios TLC, incluyendo el TLC con Estados Unidos, Canadá, Suiza y Liechtenstein. Se destacan sectores como agroindustria, textiles, autopartes y servicios que tendrán nuevas oportunidades en estos mercados. Además, se resaltan los esfuerzos de Proexport para preparar a las empresas colombianas a aprovechar estas oportunidades, como ruedas de negocios y capacitaciones.
Módulo 1 conceitos e fundamentos do turismoquelsmelo
O documento discute conceitos fundamentais do turismo, definindo-o como a atividade e fenômenos resultantes da deslocação e permanência de pessoas fora de seu local habitual de residência. Apresenta diferentes classificações de turismo de acordo com a origem dos visitantes, duração da permanência e tipo de atividade, como turismo cultural, desportivo, de negócios e étnico.
Analise de Redes Sociais, Sucesso Académico e FacebookNeuza Pedro
Este estudo analisou o impacto da colaboração online através do Facebook no sucesso acadêmico de alunos. Duas turmas participaram em atividades no Facebook por 4 semanas. Os resultados mostraram que alunos com maior participação tiveram melhores notas, especialmente na turma com método de ensino tradicional.
[I] O documento discute a inclusão escolar de alunos com necessidades educacionais especiais de acordo com a legislação brasileira. [II] Estes alunos incluem aqueles com dificuldades de aprendizagem, comunicação ou altas habilidades. [III] Mais recentemente, a política passou a se referir a esses alunos como tendo deficiência, transtornos de desenvolvimento ou altas habilidades.
How to differentiate instruction in a mixed ability classroomabrownl2
The document discusses differentiating instruction in a mixed-ability classroom. It identifies three characteristics that guide differentiation: readiness, interest, and learning profile. It then discusses differentiating the curriculum by content, process, and product to meet student needs. Various strategies are provided for differentiating content, process, and assessing student work products. The document emphasizes adapting primary sources and content to make it accessible to struggling readers.
Shs cgp module 1 embarking on a journey of self-awarenessJOCELINDA GANNABAN
The document summarizes Module 1 of a Grade 10 Career Guidance Manual. It discusses having students create self-portrait bags and dream collages to help them learn about their interests, values, and skills. The main activity involves decorating paper bags and putting objects inside that represent themselves. Students then share their bags in groups. The goal is to help students learn about themselves so they can make informed decisions about their future careers.
1. Some believe it is because their ancestors walked on all fours like animals long ago, keeping their palms from sun exposure.
2. Others think it is because black people historically kept their hands folded in prayer.
3. It has also been said that God made their hands lighter so they wouldn't dirty the food they prepared for their masters.
1. The story seeks to answer why the palms of black people's hands are lighter than the rest of their bodies. 2. Various characters provide fanciful explanations for this physical trait, from the hands not being exposed to the sun to the hands being tied or used for prayer. 3. The narrator's mother provides a more thoughtful explanation, that God made black people's hands the same as others to show that all people are equal regardless of differences in appearance.
The passage explores different explanations provided by various characters for why the palms of black people's hands are lighter than the rest of their skin. These explanations range from the hands being protected from the sun while walking on all fours, to God making their hands lighter to show that all people are equal regardless of skin color. By recounting these various perspectives, the story examines how beliefs about race are socially constructed and reveals underlying attitudes towards people of African descent.
This document provides a digital unit plan template for a unit on William Golding's novel Lord of the Flies. The unit will explore themes related to human society through close analysis of the text. Key themes include order vs chaos, human nature, and the corruption of power. Assessments include entry-level brainstorming, formative quizzes and literature circles, and summative projects where students design their ideal society and present on its outcomes. The unit aims to critically examine how the novel's exploration of social breakdown applies to real world examples and students' own lives.
How To Write A Good Introduction For A NarrativLisa Martinez
The document provides instructions for creating an account and submitting a request for paper writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with email and password; 2) Complete a request form with instructions, sources, and deadline; 3) Review bids from writers and choose one; 4) Review the completed paper and authorize payment; 5) Request revisions until satisfied. The process aims to match clients with qualified writers and ensure papers meet expectations.
This document provides instruction for students on writing a community profile essay assignment for an English 111 class. It outlines the requirements for the essay, including using background information, sensory details, examples, dialogue, and anecdotes. It also discusses choosing a subject and angle for the profile. Students are advised to brainstorm, outline, write a draft, conduct a peer review, revise, edit, and finally publish their essay. The deadline for the final draft is November 2nd.
What the Novel "Stargirl" Really Teaches Useareilly
This lesson plan has students explore high school stereotypes by having them take on the role of a stereotype and related issue. Students research stereotypes and issues, then write from the perspective of their assigned stereotype dealing with an issue. They discuss their roles in groups and a class activity. The goal is for students to gain insight into others' experiences and challenge their own perceptions of peers.
What the Novel "Stargirl" Really Teaches Usguest3884c2
This lesson plan challenges high school students to examine stereotypes by role playing different stereotypes and exploring an adolescent issue. Students read the novel "Stargirl" and research stereotypes and issues online. They then choose a stereotype and issue to explore through a creative writing assignment from that perspective. Students discuss their roles in literature circles and a class activity. The goal is for students to gain insight into others' experiences and reevaluate social groups and stereotypes.
This document provides guidance for students on writing a community profile essay assignment. It discusses choosing a subject and angle for the profile, includes examples of both. It also outlines the key components that must be included in the essay such as background information, descriptions using sensory details, dialogue, anecdotes, and examples of community impact. The document provides tips on conducting research, pre-writing through outlining and brainstorming, writing drafts, conducting a peer review, and revising and editing the essay.
The document provides a variety of writing prompts for middle school students across different genres of writing, including expository/informative, persuasive, how-to, descriptive, narrative, and writing about literature and nonfiction. Some of the prompts ask students to write advice to a person, explain the importance of honesty or a role model, or persuade about a new school facility or rule change. Others prompts ask students to describe events or places, tell stories, or write about themes in stories and how people's experiences shape their beliefs. The prompts are intended to give middle school students practice writing for different purposes and audiences.
This document provides guidance for students completing a community profile essay assignment for an English 111 class. It discusses the assignment requirements, including having an introduction paragraph, body paragraphs covering background information, firsthand observations, community impact examples, and anecdotes with dialogue. It recommends an essay structure and offers tips for choosing a subject and angle. The document also reviews preparation steps like outlining, peer review, revising, and publishing the final draft. Students are directed to resources for writing help and reminded of the assignment deadline.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
The document discusses various frameworks for evaluating student writing, including the New York State ELA rubric, 6+1 Traits rubric, and Step Up to Writing rubric. It provides examples of student writing and prompts teachers to score them based on specific traits like ideas and organization. The document also shares strategies for developing ideas, organization, voice, word choice, and other writing elements in student work through activities, mentor texts, recipes, and concluding thoughts.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
3. Introduction Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes What would your life be like if… You and your family were riding on a wagon through the American West, searching for a new life? What if you were the son of a Comanche Indian chief, watching the white settlers stream through sacred hunting grounds, claiming the land as their own? Imagine if you were the daughter of a conductor of the Underground Railroad, or a slave child running for freedom? One of six Irish children seeing the Statue of Liberty for the first time? An American child with hordes of people moving into your neighborhood, speaking languages you don’t understand? What if you were a journalist, trying to cover these historical events in an unbiased way – as they happened? In the journey we are about to take, we will see historical events through the eyes of the people who lived them. We will try to understand what happened by understanding the people it happened to.
4. What to Do Let’s break it down: You will RESEARCH, WRITE, CREATE and SHARE Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes Research Your Era! Will you ride The Underground Railroad? Immigrate at Ellis Island? Forge The Oregon Trail? Write A Blog! Once you understand what it was like to live in your era, how will you explain it to people who weren’t there? Create A Documentary! You’ll use pictures and your own words to tell your story. Share With the 8th Grade! Now that you have a story to tell, you’ll present your documentary in an assembly of eighth-graders.
5.
6. How to Do It, cont. Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes Underground Railroad All Group Members http://www.readwritethink.org/files/resources/lesson_images/lesson864/road-freedom.htm http://www.nationalgeographic.com/railroad/j1.html http://ethemes.missouri.edu/themes/988 Slave Child Conductor’s Child Journalist Library of Congress Ellis Island All Group Members http://www.readwritethink.org/files/resources/lesson_images/lesson864/road-freedom.htm http://www.nationalgeographic.com/railroad/j1.html http://ethemes.missouri.edu/themes/988 Immigrant Child American Child Journalist Library of Congress Oregon Trail All Group Members http://www.42explore2.com/oregon.htm http://ethemes.missouri.edu/themes/179 Pioneer Child American Indian Child Journalist Library of Congress
7.
8.
9. How to Do It, cont. Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes 19. Record your narration, using the directions at the link above. 20. Plan your presentation. - Each person should tell what they learned about their era by taking on the perspective that they did. Talk about how you see things differently as a result of looking at the events from the eyes of someone who lived through them. - Introduce your Photo Story. Tell why you arranged it in the way that you did, and briefly introduce your characters (i.e., a slave girl escaping, a pioneer boy on the Oregon Trail). 21. Give your presentation at the Eighth Grade assembly. Don’t be nervous, be proud of what you’ve accomplished! 22. Individually, fill out this self-evaluation form. 23. ALL DONE!
10. How You'll Be Graded Individuals will be graded based on their individual performance on the items marked “individual grade,” but the whole group receives the same grade on items that are marked “group grade.” Click on the link below to open your rubric. Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes Click Here for your Rubric
11. Conclusion By writing journals and creating documentaries about historical time periods, we have taken on the roles of people that lived “way back when.” Do you understand this time period better because you wrote as someone who lived through it, instead of writing ABOUT it as someone looking back? When we look at history through the eyes of the people who lived it, through their perspectives, we begin to understand that there are many sides to every story, and only by seeing all of the sides can we begin to understand what really happened. Think about this: The time we are living in now will someday be history. Students will study our time like we study times past. If you could tell someone in the future about our time, what would you say? Would your story be the whole story? What will be YOUR history? Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes
12. How To… Create a blog : An online tutorial that walks you through every step. Save pictures to a file on your desktop: Step 1: Create a folder on your desktop Right-click anywhere on the desktop Select “New” and Choose “Folder” Type (Your Name) Webquest Pictures and hit Enter Step 2: Find a picture you want Use the sites provided Step 3: Download the picture Right-click on the picture Select “Save Image” When the menu opens, click on “Desktop” Double-click on your folder Click Save (you may want to rename the picture)
13. Standards Language Arts 8.3.3 Compare and contrast the motivations and reactions of literary characters from different historical eras confronting either similar situations and conflicts or similar hypothetical situations. 8.3.7 Literary Criticism: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. Social Studies 8.1.29 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making: Differentiate between facts and historical interpretations, recognizing that the historian's narrative reflects his or her judgment about the significance of particular facts. 8.1.31 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making: Obtain historical data from a variety of sources to compare and contrast examples of art, music and literature during the nineteenth century and explain how these reflect American culture during this time period. Additional Standards related to Eighth Grad U.S. History: Oregon Trail, Underground Railroad and Ellis Island. Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes
14. Teacher Notes Forming your groups: This project will work better if you have a mixed-ability group. Some of the technical aspects may be challenging to some students, and so try to have one strong technical person in each group. Lesson Plans: http://ethemes.missouri.edu/themes/988 ; http://ethemes.missouri.edu/themes/257 ; http://ethemes.missouri.edu/themes/179 Possible Adaptations: If an assembly of the entire class is not feasible, you might consider inviting parents for a viewing, or showing the documentaries to a younger grade. For students who want to do more: Students could find music to use as a background for their Photo Story. They could also dress as their characters for the presentation. Differentiation: There are sites at varying reading levels for all of these topics, but particularly for the Ellis Island topic. If you have struggling readers, assign them to the Ellis Island group and go to ethemes.missouri.edu to find easier-reading sites for them to visit. Also you may consider having a blog page already set up and ready for some students to type in. Introduction | What to Do | How to Do It | How You'll Be Graded | Conclusion | Standards | Teacher Notes