This lesson plan introduces 10th and 11th grade students to the system of checks and balances outlined in Federalist No. 51 by James Madison. Students will work in pairs to read and discuss Federalist No. 51, taking notes and filling out handouts as they do so. Their understanding will be assessed through a quiz, observations of their pair work, and responses to discussion questions about checks and balances and its role in the American government. The goal is for students to understand this important aspect of the US Constitution.
The document discusses selecting and arranging texts for fourth grade students on the theme of the American Revolution. The teacher analyzes curriculum standards to choose texts that meet student interests and needs. She selects texts from the social studies unit and allows technology integration. She arranges the texts using a complementary approach to help English language learners make connections across sources. Feedback from other teachers supported using multiple sources to develop information literacy skills.
This document outlines an instructional unit on the Bill of Rights designed for 10th, 11th, and 12th grade students. An analysis of pre-assessment results showed that students lacked basic knowledge of the Bill of Rights, particularly being able to identify the specific rights. The unit utilizes group projects and presentations to teach students about each amendment in depth, along with class discussions. Formative assessments include group presentations, note-taking, and observation of group work to monitor student understanding. The goal is for students to gain knowledge of the Bill of Rights and be able to apply, analyze, and evaluate the rights by the end of the unit.
The document discusses theories of cognitive development in school-aged children and approaches to teaching and learning. It covers Piaget's theory of concrete operational thought, Vygotsky's view of instruction by others, and information processing theories involving memory and control processes. It also addresses debates around curriculum, teaching methods for reading and math, and cultural variations in education approaches.
The media specialist collaborated with a third grade teacher to develop and teach an information literacy lesson. They analyzed standardized test scores which showed weaknesses in research and writing skills. They planned a unit on persuasive writing to address these skills. The media specialist taught a lesson on plagiarism, note-taking and citing sources. Students took notes from texts and the media specialist assessed their skills. The collaboration helped target skills and involved analyzing data, co-planning, co-teaching and assessing student learning.
The document provides a task analysis for teaching second grade students how to conduct online research using the Gwinnett County Public Schools online research library databases. The task analysis outlines 14 steps that students will need to complete to log into the online research library databases, including double clicking on the internet browser, typing in their username and password on the Gwinnett County Public Schools homepage, selecting the "Online Research Library" application, and clicking on the "Elementary" database option. It also identifies key concepts to explain such as what a research database is and why it is preferable to use for research compared to a general internet search engine.
PEP 6043 Human Rights Education syllabus Gal HarmatGal Harmat
This document outlines the syllabus for a course on Human Rights Education. It provides details such as instructor information, course objectives, requirements and assessment, schedule, and policies. The key points are:
- The course explores human rights frameworks and how to integrate human rights into educational systems and curriculums. It examines topics like civil/political rights, multiculturalism, and children's rights.
- Assessment includes attendance, class participation through a presentation, and a group project to design a children's book on human rights.
- The course meets twice a week in January-February for 3 credits, with some double sessions. Readings, discussions, and presentations will cover issues like definitions of human rights and
This document provides a revised literature matrix summarizing six sources on the topic of technology in education. Source 1 discusses a book that found computers were anticipated to help learning but were often a distraction. Source 2 notes debates around laptops being both a learning tool and distraction in class. Source 3 explains how technology has helped level the playing field for special needs students. Source 4 discusses the diversity of today's students and their differing learning needs. Source 5 talks about students possessing different minds and learning in different ways. Source 6 states that technology permeates the Common Core standards and provides a way for students to gain math and English language arts skills.
This lesson plan teaches students about yellow journalism and its role in causing the Spanish-American War. Students will analyze different media examples using a graphic organizer to identify the audience, message, and biases. They will then create a Glog demonstrating their understanding of yellow journalism. The goal is for students to think critically about the media they consume and understand how messages can be manipulated.
The document discusses selecting and arranging texts for fourth grade students on the theme of the American Revolution. The teacher analyzes curriculum standards to choose texts that meet student interests and needs. She selects texts from the social studies unit and allows technology integration. She arranges the texts using a complementary approach to help English language learners make connections across sources. Feedback from other teachers supported using multiple sources to develop information literacy skills.
This document outlines an instructional unit on the Bill of Rights designed for 10th, 11th, and 12th grade students. An analysis of pre-assessment results showed that students lacked basic knowledge of the Bill of Rights, particularly being able to identify the specific rights. The unit utilizes group projects and presentations to teach students about each amendment in depth, along with class discussions. Formative assessments include group presentations, note-taking, and observation of group work to monitor student understanding. The goal is for students to gain knowledge of the Bill of Rights and be able to apply, analyze, and evaluate the rights by the end of the unit.
The document discusses theories of cognitive development in school-aged children and approaches to teaching and learning. It covers Piaget's theory of concrete operational thought, Vygotsky's view of instruction by others, and information processing theories involving memory and control processes. It also addresses debates around curriculum, teaching methods for reading and math, and cultural variations in education approaches.
The media specialist collaborated with a third grade teacher to develop and teach an information literacy lesson. They analyzed standardized test scores which showed weaknesses in research and writing skills. They planned a unit on persuasive writing to address these skills. The media specialist taught a lesson on plagiarism, note-taking and citing sources. Students took notes from texts and the media specialist assessed their skills. The collaboration helped target skills and involved analyzing data, co-planning, co-teaching and assessing student learning.
The document provides a task analysis for teaching second grade students how to conduct online research using the Gwinnett County Public Schools online research library databases. The task analysis outlines 14 steps that students will need to complete to log into the online research library databases, including double clicking on the internet browser, typing in their username and password on the Gwinnett County Public Schools homepage, selecting the "Online Research Library" application, and clicking on the "Elementary" database option. It also identifies key concepts to explain such as what a research database is and why it is preferable to use for research compared to a general internet search engine.
PEP 6043 Human Rights Education syllabus Gal HarmatGal Harmat
This document outlines the syllabus for a course on Human Rights Education. It provides details such as instructor information, course objectives, requirements and assessment, schedule, and policies. The key points are:
- The course explores human rights frameworks and how to integrate human rights into educational systems and curriculums. It examines topics like civil/political rights, multiculturalism, and children's rights.
- Assessment includes attendance, class participation through a presentation, and a group project to design a children's book on human rights.
- The course meets twice a week in January-February for 3 credits, with some double sessions. Readings, discussions, and presentations will cover issues like definitions of human rights and
This document provides a revised literature matrix summarizing six sources on the topic of technology in education. Source 1 discusses a book that found computers were anticipated to help learning but were often a distraction. Source 2 notes debates around laptops being both a learning tool and distraction in class. Source 3 explains how technology has helped level the playing field for special needs students. Source 4 discusses the diversity of today's students and their differing learning needs. Source 5 talks about students possessing different minds and learning in different ways. Source 6 states that technology permeates the Common Core standards and provides a way for students to gain math and English language arts skills.
This lesson plan teaches students about yellow journalism and its role in causing the Spanish-American War. Students will analyze different media examples using a graphic organizer to identify the audience, message, and biases. They will then create a Glog demonstrating their understanding of yellow journalism. The goal is for students to think critically about the media they consume and understand how messages can be manipulated.
This document outlines a lesson plan on yellow journalism for 8th grade social studies students. The lesson will have students define yellow journalism, analyze examples of it using a graphic organizer, and create a Glog demonstrating their understanding. Students will search online for three different media examples to analyze. The goal is for students to critically examine media messages, representations, and target audiences to become more informed media consumers.
The document provides an overview of classroom activities taking place over the course of a week. [1] Students will work on writing supported opinion paragraphs, analyzing news articles, and developing policy statements in groups. [2] Activities focus on connecting ideas, critical thinking, and problem solving. [3] The culminating assignment is for students to write a short memo to an MP on a social issue.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document outlines a unit plan for a 2nd grade social studies class to learn about different countries and cultures around the world. The unit consists of three parts: learning about where the students live, how their culture developed, and learning about other cultures. Lesson 1 is an introduction where students will learn key vocabulary, research countries using online databases, and begin collecting information for a research project where they will create reports on three different countries. The goal is for students to enhance their research, writing, and technology skills while learning about geography, cultures, and people around the globe.
The Relationship Between Learning Styles and Academic Outcomes defense1John C. Thomas
This document discusses a study on the relationship between learning styles and academic outcomes in African American school children. It provides background on the achievement gap between African American students and other groups. The study aims to determine if using African American students' learning styles (visual, auditory, kinesthetic) can increase their standardized test scores. It reviews literature on different learning styles and trends in African American test scores. The methodology section describes that the study was conducted at an elementary school in Alabama with a majority African American, low-income student population.
This document discusses enhancing self-directed language learning skills to improve learning efficiency. It begins with an introduction stating that self-directed learning involves learners setting their own goals, developing learning plans, and evaluating their progress. It then reviews literature on factors that can constrain self-directed learning, such as learners' attitudes, motivation, personality, self-efficacy, learning strategies, and external factors. The document also discusses the need to develop self-directed learning abilities in order to meet the demands of modern society, improve classroom teaching efficiency, support quality education, stimulate cooperation, and address issues with traditional middle school English learning modes.
Computer conferencing—does it motivate EFL students? by Barbara Skinner and ...yoanamendez92
The document discusses a study that explored the effects of computer conferencing (CC) on the motivation of English as a Foreign Language (EFL) students. The study found that CC had noticeable positive effects on student motivation. Students reported that CC provided opportunities for real communication and a sense of community. It also improved their personal confidence and encouraged them to overcome writing apprehension. The study suggests these motivations contribute to supporting newer classifications of motivation in second language learning beyond traditional intrinsic/extrinsic and instrumental/integrative distinctions.
This document provides an overview of a university course on contemporary social movements. The course will focus on several major social movements and examine them through various social movement theories. It will be taught in a combination of lectures, discussions, activities and films. Students will be evaluated based on class participation, two in-class essay exams, a project proposal, and a final project where they can choose from options like interviewing a movement activist or writing a manifesto. The course aims to help students understand how and why social movements emerge and evolve over time.
This document discusses strategies for developing academic literacy skills in emergent bilingual students. It notes that these students struggle with the literacy demands of the Common Core standards. The document advocates for an integrated approach to teaching language and science. It presents a model of literacy progression and describes strategies like inquiry-based learning, cooperative learning, and vocabulary development that can help emergent bilinguals master both academic content and language. The document concludes that academic literacy requires a variety of skills, including understanding discipline-specific vocabulary and using literacy to comprehend and communicate information.
This study investigated the relationship between learner autonomy, use of strategies for coping with speaking problems, and success in English speaking classes. A questionnaire was administered to 102 students to assess their reported level of learner autonomy and use of speaking strategies. The questionnaire also collected information on students' speaking grades. Results of ANOVA and MANOVA tests revealed that students with lower speaking grades reported using speaking strategies less and having lower learner autonomy compared to students with higher speaking grades, though the difference was not significant between average and high performing groups. The findings suggest promoting learner autonomy and strategy use may help improve speaking ability.
The document discusses theories of cognitive development in school-aged children, including Piaget's theory of concrete operational thought and Vygotsky's views on the role of instruction from others. It also covers information processing theory and the development of language, memory, speed of thinking, and control processes during this stage. Finally, it examines issues around teaching and learning for school-aged children, including curriculum, education policies, and debates around different approaches.
This document describes key principles for effective teaching and learning. It discusses that the role of teachers is to facilitate learning rather than focus on teaching. Teachers should involve students in the learning process and get them actively participating. The document also covers characteristics of good learners, such as being willing to make mistakes and constantly looking for patterns in the language. It emphasizes that learning should be both useful and enjoyable for students.
This document outlines a lesson plan for a US Government class on the First Amendment and its limits on free expression. The objectives are for students to be able to make inferences from texts about the First Amendment and write arguments supporting their conclusions. The plan includes opening activities like a prayer, quiz, and homework review. The main activity is a lecture and discussion on the Bill of Rights and First Amendment, focusing on freedom of speech and its limits as they apply to students. To close, students will begin working on a handout about First Amendment case studies to analyze in a future class.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
First amendment and you ripped from the headlinesJOrndoff
Student editors at a public school newspaper refused to publish a letter using the word "Redskins", which is the school's mascot. They felt the term was offensive. In response, the school administration pulled $1,200 in funding from the newspaper and suspended the editor-in-chief for one month.
This document provides the requirements for a research paper on topics related to North America for a World Geography class. Students must choose one of three paper topics, conduct research using at least two sources in addition to their textbook, and write a 2-3 page paper in 11 point font that is typed and double spaced. Papers will be evaluated based on organization of information, quality of information, proper citation of sources, grammar, paragraph construction, and effectiveness in addressing the chosen topic. The paper is due on October 1, 2014.
The document discusses growing income disparity in education and proposes solutions in the form of vouchers and charter schools. It notes that as income disparity has widened in the US, achievement gaps between wealthy and poor students have also increased. It suggests that vouchers, which provide scholarships for low-income students to attend private schools, and charter schools, which allow experimentation and competition, can help address these disparities by increasing innovation and school choice.
Three public school students wore black armbands to school to protest the Vietnam War and were suspended for refusing to remove them. They sued the school district for violating their 1st Amendment rights. The Supreme Court decided that the school had violated the students' rights by suspending them for a silent, passive expression of opinion unaccompanied by disruptive conduct.
A high school student gave a nominating speech at a school assembly that included graphic and explicit sexual metaphors. He was suspended for the speech. The Supreme Court decided that schools may restrict student speech that is lewd, indecent, or offensive.
A high school principal removed two articles from the school newspaper that discussed teen pregnancy and divorce because he found the
The Sumerian civilization arose between the Tigris and Euphrates Rivers in Mesopotamia around 3500 BC. They developed irrigation systems using ditches and dams to farm in the floodplains created by the unpredictable flooding of the rivers. Writing was invented to keep records and track resources and populations as cities and social complexity grew. Priests initially led cities as they managed irrigation but kings later consolidated power. The Sumerians developed new technologies like the plow, wheel, math system, and cuneiform writing. A series of powerful empires like the Akkadian, Babylonian, and Assyrian later arose and fell in Mesopotamia before the Persians created a vast regional empire
The document summarizes the history and beliefs of Judaism and the Hebrew people. It describes how Abraham was called by God to Canaan, and how the Hebrews/Israelites descended from Abraham. It then outlines the Israelites' enslavement in Egypt, liberation under Moses, receipt of the Ten Commandments from God at Mt. Sinai, conquest of Canaan under Joshua, and establishment of the kingdom of Israel with Saul and David as the first kings. It also discusses the division of Israel into two kingdoms after Solomon, conquest by Assyria and Babylon, and rule by foreign powers like Syria and Rome until the creation of Israel in modern times.
European societies around 1492 were characterized by rigid social hierarchies with the powerful Catholic Church. The Crusades weakened the Church's authority and nobility while sparking increased trade. By the 1400s, population growth and trade with Asia created wealth in Europe. Monarchs gained power by collecting taxes and raising armies, allowing them to pursue exploration for economic and political reasons. Advances in shipbuilding and navigation enabled Portugal and Spain to take the lead in exploration, ushering in widespread changes epitomized by Columbus' voyages, including the Columbian Exchange of plants, animals and disease, and the beginning of the transatlantic slave trade.
This document outlines a lesson plan on yellow journalism for 8th grade social studies students. The lesson will have students define yellow journalism, analyze examples of it using a graphic organizer, and create a Glog demonstrating their understanding. Students will search online for three different media examples to analyze. The goal is for students to critically examine media messages, representations, and target audiences to become more informed media consumers.
The document provides an overview of classroom activities taking place over the course of a week. [1] Students will work on writing supported opinion paragraphs, analyzing news articles, and developing policy statements in groups. [2] Activities focus on connecting ideas, critical thinking, and problem solving. [3] The culminating assignment is for students to write a short memo to an MP on a social issue.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document outlines a unit plan for a 2nd grade social studies class to learn about different countries and cultures around the world. The unit consists of three parts: learning about where the students live, how their culture developed, and learning about other cultures. Lesson 1 is an introduction where students will learn key vocabulary, research countries using online databases, and begin collecting information for a research project where they will create reports on three different countries. The goal is for students to enhance their research, writing, and technology skills while learning about geography, cultures, and people around the globe.
The Relationship Between Learning Styles and Academic Outcomes defense1John C. Thomas
This document discusses a study on the relationship between learning styles and academic outcomes in African American school children. It provides background on the achievement gap between African American students and other groups. The study aims to determine if using African American students' learning styles (visual, auditory, kinesthetic) can increase their standardized test scores. It reviews literature on different learning styles and trends in African American test scores. The methodology section describes that the study was conducted at an elementary school in Alabama with a majority African American, low-income student population.
This document discusses enhancing self-directed language learning skills to improve learning efficiency. It begins with an introduction stating that self-directed learning involves learners setting their own goals, developing learning plans, and evaluating their progress. It then reviews literature on factors that can constrain self-directed learning, such as learners' attitudes, motivation, personality, self-efficacy, learning strategies, and external factors. The document also discusses the need to develop self-directed learning abilities in order to meet the demands of modern society, improve classroom teaching efficiency, support quality education, stimulate cooperation, and address issues with traditional middle school English learning modes.
Computer conferencing—does it motivate EFL students? by Barbara Skinner and ...yoanamendez92
The document discusses a study that explored the effects of computer conferencing (CC) on the motivation of English as a Foreign Language (EFL) students. The study found that CC had noticeable positive effects on student motivation. Students reported that CC provided opportunities for real communication and a sense of community. It also improved their personal confidence and encouraged them to overcome writing apprehension. The study suggests these motivations contribute to supporting newer classifications of motivation in second language learning beyond traditional intrinsic/extrinsic and instrumental/integrative distinctions.
This document provides an overview of a university course on contemporary social movements. The course will focus on several major social movements and examine them through various social movement theories. It will be taught in a combination of lectures, discussions, activities and films. Students will be evaluated based on class participation, two in-class essay exams, a project proposal, and a final project where they can choose from options like interviewing a movement activist or writing a manifesto. The course aims to help students understand how and why social movements emerge and evolve over time.
This document discusses strategies for developing academic literacy skills in emergent bilingual students. It notes that these students struggle with the literacy demands of the Common Core standards. The document advocates for an integrated approach to teaching language and science. It presents a model of literacy progression and describes strategies like inquiry-based learning, cooperative learning, and vocabulary development that can help emergent bilinguals master both academic content and language. The document concludes that academic literacy requires a variety of skills, including understanding discipline-specific vocabulary and using literacy to comprehend and communicate information.
This study investigated the relationship between learner autonomy, use of strategies for coping with speaking problems, and success in English speaking classes. A questionnaire was administered to 102 students to assess their reported level of learner autonomy and use of speaking strategies. The questionnaire also collected information on students' speaking grades. Results of ANOVA and MANOVA tests revealed that students with lower speaking grades reported using speaking strategies less and having lower learner autonomy compared to students with higher speaking grades, though the difference was not significant between average and high performing groups. The findings suggest promoting learner autonomy and strategy use may help improve speaking ability.
The document discusses theories of cognitive development in school-aged children, including Piaget's theory of concrete operational thought and Vygotsky's views on the role of instruction from others. It also covers information processing theory and the development of language, memory, speed of thinking, and control processes during this stage. Finally, it examines issues around teaching and learning for school-aged children, including curriculum, education policies, and debates around different approaches.
This document describes key principles for effective teaching and learning. It discusses that the role of teachers is to facilitate learning rather than focus on teaching. Teachers should involve students in the learning process and get them actively participating. The document also covers characteristics of good learners, such as being willing to make mistakes and constantly looking for patterns in the language. It emphasizes that learning should be both useful and enjoyable for students.
This document outlines a lesson plan for a US Government class on the First Amendment and its limits on free expression. The objectives are for students to be able to make inferences from texts about the First Amendment and write arguments supporting their conclusions. The plan includes opening activities like a prayer, quiz, and homework review. The main activity is a lecture and discussion on the Bill of Rights and First Amendment, focusing on freedom of speech and its limits as they apply to students. To close, students will begin working on a handout about First Amendment case studies to analyze in a future class.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
First amendment and you ripped from the headlinesJOrndoff
Student editors at a public school newspaper refused to publish a letter using the word "Redskins", which is the school's mascot. They felt the term was offensive. In response, the school administration pulled $1,200 in funding from the newspaper and suspended the editor-in-chief for one month.
This document provides the requirements for a research paper on topics related to North America for a World Geography class. Students must choose one of three paper topics, conduct research using at least two sources in addition to their textbook, and write a 2-3 page paper in 11 point font that is typed and double spaced. Papers will be evaluated based on organization of information, quality of information, proper citation of sources, grammar, paragraph construction, and effectiveness in addressing the chosen topic. The paper is due on October 1, 2014.
The document discusses growing income disparity in education and proposes solutions in the form of vouchers and charter schools. It notes that as income disparity has widened in the US, achievement gaps between wealthy and poor students have also increased. It suggests that vouchers, which provide scholarships for low-income students to attend private schools, and charter schools, which allow experimentation and competition, can help address these disparities by increasing innovation and school choice.
Three public school students wore black armbands to school to protest the Vietnam War and were suspended for refusing to remove them. They sued the school district for violating their 1st Amendment rights. The Supreme Court decided that the school had violated the students' rights by suspending them for a silent, passive expression of opinion unaccompanied by disruptive conduct.
A high school student gave a nominating speech at a school assembly that included graphic and explicit sexual metaphors. He was suspended for the speech. The Supreme Court decided that schools may restrict student speech that is lewd, indecent, or offensive.
A high school principal removed two articles from the school newspaper that discussed teen pregnancy and divorce because he found the
The Sumerian civilization arose between the Tigris and Euphrates Rivers in Mesopotamia around 3500 BC. They developed irrigation systems using ditches and dams to farm in the floodplains created by the unpredictable flooding of the rivers. Writing was invented to keep records and track resources and populations as cities and social complexity grew. Priests initially led cities as they managed irrigation but kings later consolidated power. The Sumerians developed new technologies like the plow, wheel, math system, and cuneiform writing. A series of powerful empires like the Akkadian, Babylonian, and Assyrian later arose and fell in Mesopotamia before the Persians created a vast regional empire
The document summarizes the history and beliefs of Judaism and the Hebrew people. It describes how Abraham was called by God to Canaan, and how the Hebrews/Israelites descended from Abraham. It then outlines the Israelites' enslavement in Egypt, liberation under Moses, receipt of the Ten Commandments from God at Mt. Sinai, conquest of Canaan under Joshua, and establishment of the kingdom of Israel with Saul and David as the first kings. It also discusses the division of Israel into two kingdoms after Solomon, conquest by Assyria and Babylon, and rule by foreign powers like Syria and Rome until the creation of Israel in modern times.
European societies around 1492 were characterized by rigid social hierarchies with the powerful Catholic Church. The Crusades weakened the Church's authority and nobility while sparking increased trade. By the 1400s, population growth and trade with Asia created wealth in Europe. Monarchs gained power by collecting taxes and raising armies, allowing them to pursue exploration for economic and political reasons. Advances in shipbuilding and navigation enabled Portugal and Spain to take the lead in exploration, ushering in widespread changes epitomized by Columbus' voyages, including the Columbian Exchange of plants, animals and disease, and the beginning of the transatlantic slave trade.
The document summarizes the early history of the Jamestown colony in Virginia, established in 1607. It details how the colony struggled at first, with few settlers willing to work and a "starving time" winter that killed 60 of the original 600 settlers. However, tobacco eventually saved Jamestown by the late 1620s as it became a lucrative cash crop exported to England, requiring the importation of slave labor. The growing colony also clashed with the native Powhatan people and saw the English population rise as the native population declined. Economic differences later emerged between poor western settlers and the wealthy planter class.
What is regional development policy for and how does it workOECD Governance
Presentation made at the 4th International Conference on Overcoming Regional Disparities held in Chisinau, Romania on 21-22 May 2014, by William Tompson, Head, Urban Policy, Regional Development Policy Division, OECD.
This document provides an overview of the political, economic, and social developments in the American colonies from the mid-17th century through the French and Indian War. It describes the rise of plantation economies and slavery in the South, as well as the growth of commercial industries and urban centers in the North. It also discusses the weakening of royal authority over colonial governors and the emergence of Enlightenment and Great Awakening ideas that challenged traditional authority. The document concludes by outlining the French and Indian War between Britain and France, resulting in British control of most of North America east of the Mississippi River.
The document provides information about ancient Egypt, including its economy and society. The Egyptian economy depended heavily on agriculture along the fertile banks of the Nile River, which was used for irrigation, fishing, transportation, and trade. Egyptian society was stratified, with rulers and priests at the top who believed themselves to be gods, and laborers, artisans, and debtors at the bottom. Ancient Egypt reached the height of its power during the New Kingdom period under powerful pharaohs like Hatshepsut, Akhenaten, and Ramses II.
The Pilgrims fled to Holland and then America to separate from the Church of England, establishing the Plymouth Colony. John Winthrop led Puritans to establish the Massachusetts Bay Colony at Boston, incorporating Plymouth. While Puritan leaders wanted religious freedom for themselves, their laws criminalized dissent and only church members could vote, showing religious freedom was not truly tolerated until Roger Williams established Rhode Island based on that principle in 1636.
The document provides an overview of key events leading up to the American Revolution, from the Stamp Act of 1765 to the Declaration of Independence in 1776 and the Revolutionary War. It summarizes protests by groups like the Sons of Liberty against British taxation, the Intolerable Acts passed by Britain in response to the Boston Tea Party, and the formation of the Continental Army and Congress to debate separation from Britain. Major battles of the Revolutionary War are also briefly outlined.
The document summarizes the establishment and history of several early English colonies in North America, including New Netherland (New York), Pennsylvania, Maryland, and the Carolinas and Georgia. New Netherland was established by the Dutch as a fur trading outpost with New Amsterdam as its capital. It was later captured by the English and renamed New York. Pennsylvania was founded by William Penn as a refuge for Quakers and established representative government and religious freedom. Maryland was founded in 1632 as a Catholic colony with a reputation for religious tolerance. The Carolinas and Georgia were later established as buffer colonies.
Us history balancing nationalism and sectionalismMrO97
1) During the early 1800s, industrialization began spreading from New England to the Old Northwest as factories replaced farms and hand tools. The cotton gin also made slavery highly profitable in the South.
2) Henry Clay proposed the American System to promote national unity through internal improvements, tariffs, and a national bank. However, this increased tensions between the North and South.
3) The Missouri Compromise of 1820 attempted to balance the number of slave and free states, but tensions continued rising around states' rights as the nation continued expanding westward.
The document discusses the transition from the Articles of Confederation to the US Constitution. It summarizes key debates and compromises such as the Virginia and New Jersey plans, the Connecticut Compromise establishing a bicameral legislature, and the Three-Fifths Compromise. It also outlines the new federal system of government with separated powers and checks and balances between the three branches.
This document provides an overview of key events and issues in early U.S. history from Washington's presidency through the War of 1812. It discusses the establishment of executive departments, Hamilton's financial plan and the emerging partisan divide between Federalists and Republicans. Major events covered include the Whiskey Rebellion, tensions with France and Britain, the Louisiana Purchase and the War of 1812.
This document discusses the growing tensions between the North and South over the issue of slavery in the 1850s that led to the Civil War. It outlines key events like the Compromise of 1850, the Kansas-Nebraska Act and "Bleeding Kansas," the Dred Scott decision, John Brown's raid on Harper's Ferry, Lincoln's election in 1860, and the secession of South Carolina and six other Southern states to form the Confederate States of America. These events exacerbated divisions over slavery and whether it would be allowed to expand into the western territories, culminating in the outbreak of the Civil War as the South sought to defend the institution of slavery.
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
Using Novels in the Social Studies classroomCody Lawson
This presentation was shared with a district wide teacher in-service on how to effectively use novels in the social studies classroom. Participants of the session included middle and high school level teachers.
The document provides an overview of classroom activities for the week related to analyzing articles and developing writing skills. Key points include:
1. Students will analyze articles, develop supported opinion paragraphs, and create cell phone policy statements in groups.
2. On Wednesday and Thursday, students will develop and present short talks on social issues in small groups.
3. An activity on loneliness and isolation includes having students complete a "Thinking Quadrant" worksheet before and after reading an article.
4. The week culminates in students writing a second supported opinion paragraph and being introduced to writing memos.
This document outlines a civics lesson plan on how a bill becomes a law. The objectives are for students to describe the legislative process and illustrate current bills in Congress. Activities include completing graphic organizers on the steps, watching a video, group discussions of bills, and independent responses. Exceptionalities accommodated include ESL students, social anxiety, cognitive delay, and ADHD through grouping, note requirements, and additional time.
1) The lesson plan is for an 8th grade American history class and focuses on teaching students about the Bill of Rights.
2) Students will work in groups to read scenarios depicting rights violations and create short skits to act them out. They will also write reflections on the scenarios presented by other groups.
3) The goal is for students to understand specific rights protected by the amendments and how the Bill of Rights applies to modern life. Students will be assessed through participation, reflections, and a written exam.
This document outlines a lesson plan for an 8th grade social studies class where students create a "time capsule" containing information about US presidents and statehood. Students will build a timeline of presidents and when states joined the union. They will research 10 states, including how the president impacted their statehood. Finally, students will creatively present this information as if for future generations. The teacher page provides more context and guidance for implementing the lesson.
Course SyllabusHIEU 201History of Western Civilization I.docxvictorring
Course Syllabus
HIEU 201
History of Western Civilization I
Course Description
A survey of the major currents in Western civilization from its beginnings in the ancient Near East to 1648.
Rationale
The History Department offers courses in the study of humanity so that students can understand their own traditions as well as world cultures. HIEU 201 is taught with a distinctively Christian worldview for the purpose of preparing students to be good citizens and effective Christians.
History of Western Civilization I
fulfills a General Education requirement for the Bachelor’s Degree at Liberty University.
I.
Prerequisites
None
II.
Required Resource Purchase
Perry, Marvin, et al. eds.
Western Civilization: Ideas, Politics, and Society
. 10th ed. Boston: Wadsworth, Cengage Learning, 2013. ISBN: 9781111831707.
Disclaimer:
The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource.
III.
Additional Materials for Learning
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
IV.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
A.
Identify major figures and events in Western Civilization from earliest civilizations to 1648.
B.
Describe the stages of development of Western Civilization from earliest civilizations to 1648.
C.
Explain how political, economic, military, religious, and cultural factors influenced the development of Western Civilization from earliest civilizations to 1648.
D.
Evaluate interpretive and historiographical approaches to Western Civilization from earliest civilizations to 1648.
E.
Apply biblical principles to the problems and issues of Western Civilization from earliest civilizations to 1648.
V.
Core Competency Outcomes
Upon successful completion of this course, the student will be able to:
A.
Apply Reading Comprehension strategies including interpreting, evaluating, and analyzing written content.
B.
Write a persuasive comparison/contrast essay on an historical topic, incorporating research skills and the communication of ideas through effective writing.
C.
Integrate sources accurately and effectively.
VI.
Course Requirements and Assignments
A.
Textbook readings, lecture presentations, videos, and articles
B.
Course Requirements Checklist
After reading the Course Syllabus and
Student Expectations
, the student will complete the related checklist found in Module/Week 1.
C.
Class Introductions
During the first Module/Week, the student will post an introductory post into the Discussion Board Forum. This will serve as a chance for the student to get to know his or her classmates’. Each post must include a little personal information, some academic/professional information, and any other information the stud.
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
- Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.
The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
1. Students will conduct independent research on topics related to behaviors that are present in the novel Speak, including selective mutism, dating violence, bullying, post-traumatic stress, and depression.
2. Students will use online resources to research and record information about assigned topics using graphic organizers. They will then create group presentations to share their findings with the class.
3. This research aims to prepare students with background knowledge on topics in the novel to enhance their understanding and analysis of characters and events.
GCU College of Education LESSON PLAN TEMPLATETeacher Candida.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:Cara Simmons
7th Grade
12/16/2015
Civics
Sources and Types of Law
I. Planning
Lesson summary and focus:The students are required to analyze and identify the sources and types of law including but not limited to civil, criminal, constitutional, juvenile and military law.
Classroom and student factors:Students are grouped based on balance of lexiles levels and native language. Desks are grouped in 4s where each student can visibly see the board.
National / State Learning Standards:SS.7.C.3.10
Specific learning target(s) / objectives:
Teaching notes:Students will use examples of historical law codes and statutes to identify how laws originated and developed in Western society. Students will recognize the constitutional, civil, criminal, juvenile and military law as sources of law.
Teacher uses higher order questions to elicit prior knowledge of sources and types of law. Teacher groups students in pairs based on complimentary strengths and weaknesses. Teacher asks follow-up comprehension questions about the differences and similarities of the various sources of law.
Agenda:
Formative assessment:Bellringer/Warm Up
Anchor Charts
Matching Game
Interactive Notebook
ReflectionStudents will complete a matching exercise pairing a court scenario with the correct sources of law. Students will work collaboratively and provide ongoing feedback to each other. Students are monitored by teacher where wrong pairings are given the opportunity for justification in that choice.
Academic Language:
Key vocabulary:
Function:
Form:
case law
criminal law
civil law
constitutional law
juvenile law
statute
due processUnderstanding and identifying the key terms will allow students to synthesize, paraphrase, infer and evaluate the systems and sources of law and order.
Therefore, how, because, but, due to this, justifying
Instructional Materials, Equipment and Technology:
Overhead projector, matching cards, anchor charts, color pencils, markers, Types of Law Brain pop video clip.
Grouping:
Students are matched in groups of 4 with a balance of higher and lower performers.
II. Instruction
A. Opening
Prior knowledge connection:Students associate the ideals of rule of law and due process while applying its role in the sources of law. Students are asked to recall landmark court cases and its varying roles in the court system. By remembering a familiar court case, students should be able to find attributes of what they know about the cases and match them to the source of the law and briefing.
Anticipatory set:Students are asked to think about a famous court case, landmark case or one from television and pair it with a source of law to acquire new learning. In groups, students discuss their individual court cases and which source they believe corresponds. Student discussion will help alleviate guessing and increase participation through p ...
The document discusses theories of cognitive development in school-aged children and approaches to teaching and learning. It covers Piaget's theory of concrete operational thought, Vygotsky's view of instruction by others, and information processing theories involving memory and control processes. It also addresses debates around curriculum, teaching methods for reading and math, and cultural variations in education approaches.
The document discusses theories of cognitive development in school-aged children and approaches to teaching and learning. It covers Piaget's theory of concrete operational thought, Vygotsky's view of instruction by others, and information processing theories involving memory and speed of thinking. It also addresses debates around curriculum, teaching methods for reading and math, and cultural variations in education approaches.
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
This document provides information about a history course covering United States history from pre-Columbian cultures through Reconstruction. It outlines course requirements including weekly readings from the textbook, additional online materials, and discussion questions. Students must complete 3 primary source analysis assignments, 2 exams, and participate in weekly online discussions. The course will be online with communication through Blackboard. Grading will be based on exams, discussions, and the primary source analyses. A schedule of chapters and due dates is provided.
This document outlines the course description, goals, units, assignments, and policies for an Advanced Placement US Government and Politics class. The course will use the textbook American Government to guide students through units covering the foundations of government, political behavior, the legislative, executive, and judicial branches, and public policy. Major assignments include reading assignments with written responses each night, essays applying to previous AP exams for each unit, a document-based question, a free response question, and a term paper. The class requires students to purchase various materials and has policies for late work.
The document outlines a lesson plan about the executive branch of the US government. Students will explore Article II of the Constitution through a reading activity and graphic organizer. They will define key terms and discuss the roles and powers of the president as outlined in Article II, including eligibility for office, election process, and enumerated executive powers. The goal is for students to understand the presidency and how the Constitution structures the executive branch.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
This document discusses the history of suffrage and civil rights in the United States from the 15th Amendment in 1870 to the Voting Rights Act of 1965. It covers key events and legislation such as the 15th Amendment which prohibited denying the right to vote based on race; literacy tests and poll taxes used to suppress minority voting; the Civil Rights Acts of 1957, 1960, and 1964 which aimed to enforce the 15th Amendment and prohibit voter discrimination; the Selma voting rights campaign of 1965 where civil rights protesters faced violent resistance; and the Voting Rights Act of 1965 which outlawed literacy tests and required preclearance of new voting laws.
The document discusses reasons why people do and do not vote, and factors that influence how people vote. It first addresses why some people do not vote, such as being indifferent to politics or feeling alienated from the system. It then covers sociological factors that affect how people vote, such as income, education, gender, age, religion, ethnicity, and geography. Psychological factors like party identification are also discussed, noting it is a significant predictor but its influence may be weakening. The document examines both voter behavior and non-voter behavior.
This document discusses the history and expansion of suffrage and voting rights in the United States. It outlines how voting rights have grown over time from only allowing white male property owners to vote in the late 1700s, to granting women's suffrage in the 1920s, voting rights for African Americans after the Civil War, and lowering the voting age to 18 in the 1970s. The document also examines current voting requirements and debates around voter identification laws, ex-felon voting rights, and ways to increase youth voter turnout.
This document provides an overview of Canada across multiple slides. It begins with basic information like the capital city of Ottawa and demographic statistics. It then discusses Canada's form of government as a parliamentary democracy and constitutional monarchy, highlighting the Governor-General. One historical moment presented is the 1849 burning of the Canadian Parliament building. Other topics covered include the economy, famous foods, major cities like Toronto, cultural contributions, sports, and required elements for the presentation.
The document discusses different types of minor political parties in the United States, including ideological parties, single-issue parties, economic protest parties, and splinter parties. Ideological parties are based on a set of beliefs, like the Libertarian Party, while single-issue parties focus on issues that fade over time. Economic protest parties emerge during times of economic hardship but disappear when the economy improves. Splinter parties break off from major parties, often formed around a strong leader. Minor parties can be important by acting as "spoilers" that siphon votes from major parties or serving as "innovators" whose ideas get adopted by major parties over time.
This document discusses American political parties and their functions. It explains that the two major parties, Democrats and Republicans, work to nominate candidates, inform and activate supporters through campaigns and platforms, and act as a bonding agent. Additionally, parties help govern by organizing Congress and hold the ruling party accountable through their watchdog function. The document also analyzes why the US has maintained a two-party system due to historical, electoral, and ideological factors.
This document discusses strategies for improving student reading comprehension through the use of question and response relationships (QARs) and an understanding of text structure. It describes the QAR strategy, in which teachers provide questions at different levels - factual recall questions are labeled "Right There" while those requiring deeper understanding are "On Your Own." Knowing the relationship between questions and answers can improve comprehension. The document also discusses how teaching students about text structures like compare/contrast and cause/effect can promote deeper understanding, and stresses the importance of teachers explaining these structures through discussion.
This document discusses six basic principles of the US Constitution: popular sovereignty, limited government, separation of powers, checks and balances, judicial review, and federalism. It provides details on how the Constitution can be formally amended through Article V, requiring a two-thirds congressional proposal and three-fourths state ratification. The document also notes how the Constitution has changed through other means like legislation, executive action, court decisions, party practices, and custom.
This document discusses a teacher action research project to address declining student motivation in senior year. The "disease" was termed "senioritis". The "cure" proposed real-world projects that give students ownership over their education. Examples included argumentative essays, presentations on solutions to urban poverty, and a presidential election symposium. Monitoring found that motivation remained high when students found value and enjoyment in meaningful, challenging work. High teacher expectations were also important to ensure quality academic work.
1. EDRS 610 – Strategy Lesson #1
Name: Tony Orndoff Grade: 10th and 11th
Unit: The Constitution Time Allotted: 50 mins.
Lesson Topic: Federalist 51: Understanding the System of Checks and Balances
Type of Lesson: Introductory
Context for Learning: The school at which I conducted my observation is a small, Catholic school
(K-12) in Cumberland, Maryland. Students come from throughout the tri-state area and the
socioeconomic status of the student body includes a wide-range. The students are mostly
white, but there is a small African-American population and a growing number of Chinese
exchange students who share common housing on campus. The class I observed was a high
school section of American Government. The class was made up of 16 students , most on the
honors (advanced) track. Five students were on the college prep (grade level) track. The class
was majority white, with one African-American student whose father was born in Ghana.
During my observation the topic was the rights of the accused as protected in the Bill of Rights.
Rather than presenting an alternate version of this lesson, I have created a lesson about the
Constitution. Specifically, this lesson explores one of the Constitution’s most important and
lasting ideas, the system of Checks and Balances, as outlined by Federalist No. 51 written by
James Madison. Not only does this lesson give students the chance to better understand the
American Constitution, it also introduces a primary document while providing students with the
support necessary to ensure that they understand and can learn from the document. This is an
introductory lesson, giving students an opportunity to understand the constitution by reading
the words of the men who helped craft the document. This lesson calls for the use of
technology in the form of a SmartBoard and a number of different websites. The lesson will
include pairs of students working together, but the room arrangement will be standard until
students are asked to move into their pairs.
Curriculum Standard Addressed:
All standards from the Maryland Common Core State Literacy for History/Social Studies
Frameworks.
CCR Anchor Standard #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
CCR Anchor Standard #2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
2. RH.11-12.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details and
ideas.
CCR Anchor Standard #4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCR Anchor Standard #9 Draw evidence from literary or informational texts to support analysis,
reflection and research.
Objectives
The Student will…
- Demonstrate an understanding of the principles behind the American Constitution
- Decode and interpret a primary source
- Connect the ideals behind the Constitution to contemporary American political culture
Materials:
- American Government Textbook
- Notebook
- Knowledge Chart Handout (Allen, 2008)
- Think, Rethink, Reread, and Reexamine Thinking Handout (Allen, 2008)
- SmartBoard
- Web 2.0 application www.wordle.net
- Crash Course US History --- The Constitution (https://www.youtube.com/watch?
v=bO7FQsCcbD8 )
- Audio file of Federalist 51 housed at http://librivox.org/the-federalist-papers-by-alexander-
hamilton-john-jay-and-james-madison/
Proactive Behavior Management/Provisions for Student Grouping:
A list of behavior expectations will be posted in the back of the classroom. This list will be
generated by the students themselves at the onset of the academic year. The lesson also calls
for students to work in pairs. These pairs will be created by the teacher before the class to
reduce time waste and to ensure that students who may be disruptive are spread out and that
students who may require additional help are paired with students who will be able to offer
such help.
Procedures
Warm-Up/Opening (may be Motivator):
The Warm-Up activity will consist of two parts. First, as part of an ongoing process, a student
will present Current Events to the class, which all students will write down in the Current Events
3. section of his or her notebook. The responsibility for presenting Current Events will rotate on a
daily basis, with each student being responsible for presenting the events several times a year.
Not only does this practice help students stay abreast of the goings-on throughout the world,
but it also gives both teacher and students the opportunity to make connections between world
events and the material being covered as part of the prescribed curriculum.
The second part of the Warm-Up activity will be a short, five-point quiz about the previous
night’s reading. Before this lesson is taught, students will be asked to read a section of the
textbook that explains the ideals behind the American Constitution, including Separation of
Powers and Checks and Balances. The quiz will help me monitor student understanding of the
material before this lesson is taught. Before moving on to the motivator, the class will discuss
the answers to the quiz after all papers have been turned in to signal that the focus of the class
is shifting to that day’s lesson.
Motivator/Bridge:
The discussion of the answers to the daily quiz will include a general discussion of the reading
from the previous night, including the concept of Checks and Balances. Before the day’s lesson
is taught, the previous day’s class will include students completing the “Prior Knowledge about
the Constitution” part of the “Knowledge Chart” handout and a brief discussion of what
students already know about the Constitution and some things student should look for while
conducting that night’s reading. Students will also view a 13 min YouTube video about the
Constitution from the Crash Course series by noted young adult author John Green. The
discussion, along with the video, will help provide some context for students before they
complete the assigned reading.
Finally, the teacher will set the stage for the day’s lesson. A word cloud of Federalist 51 will be
projected on the SmartBoard along with the following four questions:
“What is the system of Checks & Balances?”
“Why did the Founders find it necessary to include such a system in the written Constitution?”
“According to Federalist 51, how does the Constitution ensure that no one individual (or branch
of government) gains too much power?”
“Provide an example of Checks and Balances as it relates to the functioning of the American
government today.”
These questions will be discussed briefly before the lesson is started and will be revisited later as
a way to summarize the lesson.
4. Procedural Activities:
This lesson is built around the Cooperative/Collaborative Learning model. This model offers a
number of advantages including helping students move toward independence. “In cooperative-learning
groups, students come to rely less on the teacher and more on one another”
(Alvermann, et. al., 2013, p. 72). Although traditional cooperative learning involves four to five
students working together, this lesson calls for pairs. Even this more informal form of
cooperative/collaborative learning, “when used in conjunction with content literacy instruction,
has been found to be a highly effective means for improving students’ understanding of
academic subject matter” (Alvermann, et. al., 2013, p. 72).
The lesson will begin with students being placed in pairs by the teacher. At this point, students
will read (on his or her own) Federalist No. 51 found in the back of the textbook. Students will
be encouraged to use their notebooks to jot down any unfamiliar words or phrases, any
questions they have while reading and any thoughts they have related to the discussion
questions written on the SmartBoard. After this initial reading, each student will fill out the
“Think” section of the “Think, Rethink, Reread, and Reexamine Thinking” handout. Next, the
student pairs will discuss what they read, the notes they have taken and their initial thoughts as
recorded on the handout. After this discussion, students will continue with the "Rethink”
section of the handout which will be followed by an additional reading of the document. Finally,
after this second reading, the student pairs will complete the “Reexamine” section of the
handout together.
Adaptations:
As previously stated, student pairs will be created in such a way that allows high-achieving
students the opportunity to further their understanding by becoming a peer-tutor for students
who struggle. Further, for students who struggle to read at grade level, an audio file of
Federalist 51 will be available through the website LibriVox.org. Students who choose can use
the class laptops to listen to the document being read as they read it to help them penetrate the
difficult language of the original text.
Assessment:
Formative assessments
- Teacher observations of the pairs completing the assignment
- Questions posed to the groups as they work to determine what information they have a
firm grasp on and what information will need to be gone over again.
- Students will also complete a brief “What’s Easy/What’s Hard” questionnaire about the
assignment (Alvermann, et. al., 2013, p. 148).
Summative Assessments
- Objective quiz on the principles of the Constitution and Federalist 51
- Written responses to the discussion questions posed at the start of the lesson.
5. - Long-term assessment: Putting Federalist 51 in your own words. Student pairs will
create a high or low tech product (web video, PowerPoint, comic strip etc.) which
demonstrates their understanding of Federalist 51.
Summary/Closure:
After each group has completed the “Think, Rethink, Reread, and Reexamine Thinking” handout,
the teacher will lead the class in a discussion about the Constitution, focusing specifically on
what students learned from the document and the importance of Checks and Balances. The
discussion questions that were written on the SmartBoard at the beginning of the lesson will be
discussed, with students taking the lead. The teacher’s role here will be to facilitate discussion,
not to provide answers. At this time, student pairs will complete the “New Knowledge About
the Constitution” part of the “Knowledge Chart” handout.
Generalization/Extension Activity:
I do not anticipate any students finishing this lesson early. In fact, if anything this lesson may
take more than one class period. However, if students finish early they may use the classroom
laptops to create a word cloud of a significant American historical document by using the
internet and www.wordle.net. These can be printed and placed around the room as they serve
as good jumping off points for discussions about the main idea of a document.
Review/Reinforcement (Homework):
After the completion of this lesson, the homework will be for students to complete written
responses to the discussion questions posted at the beginning of the lesson. Each response will
be 1 paragraph in length and will be graded by the teacher as part of the summative
assessments.
Reflection:
I believe I have created a challenging, but engaging lesson about the ideals behind the
Constitution. Although the language of the primary source may be difficult at first, pairing
students together will help ensure that students gain the full meaning of the document.
Further, the document is not being read on its own or without context. The guided discussions,
readings and videos will help students understand the text. Finally, the handouts from Allen
(2008) will help students organize and analyze their thoughts as they read the document and
participate in class discussion. The discussions themselves, I believe, will be quite beneficial to
the students in helping them understand the text. By discussing the material before writing
about it, unique insights can be gained. “The old notion that thinking must originate within the
individual before it is ready to be shared with others has given way to the belief that some of
the best thinking may result from a discussion group’s collective efforts” (Alvermann, et. al.,
2013, p. 75).
6. References
Allen, J. (2008). More tools for teaching content literacy. Stenhouse. Portland, ME.
Alvermann, D., Gillis, V., Phelps, S. (2013). Content area reading and literacy: Succeeding in
today’s diverse classrooms. (7th ed.). Pearson. Boston.
Maryland Common Core State Literacy for History/Social Studies Frameworks. (2010). Retrieved
at http://mdk12.org/instruction/curriculum/social_studies/index.html
Additional Resources:
Text of Federalist 51 at http://thomas.loc.gov/home/histdox/fed_51.html
Word Cloud of Federalist 51 created at www.wordle.net :
7. References
Allen, J. (2008). More tools for teaching content literacy. Stenhouse. Portland, ME.
Alvermann, D., Gillis, V., Phelps, S. (2013). Content area reading and literacy: Succeeding in
today’s diverse classrooms. (7th ed.). Pearson. Boston.
Maryland Common Core State Literacy for History/Social Studies Frameworks. (2010). Retrieved
at http://mdk12.org/instruction/curriculum/social_studies/index.html
Additional Resources:
Text of Federalist 51 at http://thomas.loc.gov/home/histdox/fed_51.html
Word Cloud of Federalist 51 created at www.wordle.net :