Learning+Activity+6-C-1

= Home > Learning Activity 6-C-1: Video or Map Lesson Plan=

==__Learning Activity 6-C-1 Wiki__==

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**I Have a Dream Speech---Video**
[]

1. Students will watch the video of Martin Luther King Jr. delivering his speech. 2. Students will then complete a graphic organizer pertaining to the big ideas of the speech using Think-Pair-Share (do it individually, then compare/complete with a partner, then compare/complete with the whole class). 3. Students will then think about their own dreams, as King did. They will complete a ThinkQuest page to organizer their ideas. ([]) 4. After this they will create a “Dream” poster. This poster will have their final copy of the ThinkQuest page and pictures relating to their Dream ideas. 5. Students will share with the class, and we will make a “Dream” wall.

__**U.S. Government Encourages Settlement of the West**__

 * Objective:** Students will be able to explain how the government solved this complex problem: no private company would build a railroad with no people living in the Great Plains, and nobody would move to the Great Plains without the ease of access provided by a transcontinental railroad. The passage of both the Homestead Act and the Pacific Railway Act solved this problem.
 * 1. Students will read the U.S History Textbook section about the growth of the West during the mid-late 1800s.**
 * 2. Students will examine at two political maps of the U.S.: 1861 and 1874 using the SEA worksheet for each.**
 * 1861**:@http://memory.loc.gov/cgi-bin/map_item.pl?data=/home/www/data/gmd/gmd370/g3701/g3701s/cw0004000.jp2&style=gmd&itemLink=D?gmd:4:./temp/~ammem_D3PH::@@@mdb=aaodyssey,gmd,fmuever,klpmap,mmorse,upboverbib,ww2map&title=%5BHart-Bolton%20American%20history%20maps%5D%20%2f%20compiled%20and%20drawn%20by%20R.%20Baxter%20Blair%20;%20L.%20Philip%20Denoyer,%20geographer.
 * 1874**:@http://memory.loc.gov/cgi-bin/map_item.pl?data=/home/www/data/gmd//gmd370m/g3701m/g3701gm/gct00008/ca000064.jp2&style=gmd&itemLink=r?ammem/eaa,aap,aaeo,rbaapcbib,aasm,aaodyssey,mamcol,mharendt,bbpix,bbc,spaldingbib,magbell,berl,rbpebib,calbkbib,lhbcbbib,cic,cwband,cwnyhs,gmd,mreynoldsbib,mtaft,cwar,consrvbib,dag,musdibib,mfd,papr,aep,fmuever,ngp,haybib,alad,scsmbib,mal,klpmap,mcc,mymhiwebib,molden,mmorse,aipn,ncpm,ncpsbib,omhbib,pan,psbib,pin,presp,lhbprbib,ncr,mussm,dukesm,afcesnbib,mesnbib,llstbib,denn,amss,uncall,fpnas,svybib,wtc,lhbtnbib,detr,hlaw,lhbumbib,upboverbib,varstg,hawp,nawbib,suffrg,mnwp,rbcmillerbib,awh,awhbib:@field(NUMBER+@band(g3701gm+gct00008))&title=Statistical%20atlas%20of%20the%20United%20States%20based%20on%20the%20results%20of%20the%20ninth%20census%201870%20with%20contributions%20from%20many%20eminent%20men%20of%20science%20and%20several%20departments%20of%20the%20government%20Comp.%20under%20the%20authority%20of%20Congress%20by%20Francis%20A.%20Walker,%20M.%20A.,%20superintedent%20of%20the%20ninth%20census%20...+-+Acquisition%20of%20territory%20and%20its%20distribution%20(political)%201776-1874
 * 3. Students will read transcriptions of the Homestead Act and the Pacific Railway Act.**
 * 4. Students will infer the significance of the Homestead Act and the Pacific Railway Act by referring to the information shown in both maps in a written paragraph.**

Kevin McGuire's Lesson Plan
__**John F. Kennedy's Inauguration Address - January 20, 1961**__


 * Objective:** To analyze Kennedy's inauguration address and to create their own version of this address.


 * Primary source video:** []

1. Students will watch Kennedy's inauguration address and complete an NARA worksheet. 2. Students will then get into small discussion groups and share their answers. 4. Students will then put the themes of Kennedy's address on the board. 3. Students will then restate Kennedy's main points in an address of their own written for a modern audience and keeping in mind our current political climate.

==Cheryll Feuerstein's Lesson Plan==

** Sullivan’s March **


 * Grade: ** 8th Grade


 * Objectives: **
 * Students will review mapmaking skills.
 * Students will make a map of the local geography.
 * Students will learn new geographical information about areas just south and north of our current location in PA and some information about center New York State.
 * Students will learn old names for current locations.
 * Students will examine the map for clues to help them identify the geographic landmarks on the map.
 * Students will practice utilizing Google Maps and USGS maps to help identify locations on the map.


 * Introduction ** : As a class, students will draw a map of the local area on the board. They will include towns, cities, interstates, and geographical landmarks. The class will briefly discuss what the map may have looked like if it was drawn over a hundred and fifty years ago. What would look the same and what would not? Since we live in an area where several lakes were made by companies that were harvesting ice, then the students need to be aware that those lakes would not show up on the older maps.


 * Activities: **
 * Students will read: “The 1779 Sullivan Campaign: A Little-Known Offensive Strategic to the War Breaks the Indian Nation’s Power” ([]). Students will record the names of all of the places that are mentioned in the article.
 * Students will view “The Map of General Sullivan’s March from Easton to the Seneca and Cayuga Counties” ([]) and will complete an SEA Advanced worksheet on the map.
 * Students will work to identify as many of the places and geographic landmarks on the map as they can. Students will utilize Google Maps and usgs.gov to help them identify the different items on the map. Some of the items names have remained the same while others have changed so the students will have to use the items that are the same as clues to determine what the items in between are currently named. For example, Cayuga Lake is still Cayuga Lake, but Chowder Camp is now called Hungry Hill.


 * Closure ** : Students will share their finds with the class. Students will discuss any differences that they have and try to determine what location Sullivan’s map is most likely accurately indicating. If time allows, students could transfer the map information into Google directions to try to determine how far Sullivan traveled in the area on this map.

Alyssa Wilburn's Lesson Plan

 * Lesson Title:** The Journey of the Pilgrims
 * Grade: ** 5 th Grade


 * Objectives: **
 * Students will compare and contrast the Mayflower to a modern day ship.
 * Students will study an interactive map of the Mayflower's voyage.
 * Students will read and discuss personal accounts of the journey of the Pilgrims across the Atlantic on the Mayflower.


 * Introduction ** : As a class, students will create a group K-W-L, depicting what students Know and Want to know about the pilgrims and their journey to their settlement in America.
 * Activities: **
 * Students will work through the interactive map of the Mayflower by accessing: [|Scholastic's Journey on the Mayflower]
 * Students will work to determine how far off course the Pilgrims became due to the storm they encountered while enroute.
 * Students will compare and contrast the Mayflower to a modern-day ship by exploring [|Scholastic's Tour of the Mayflower]
 * Also, students vill view video footage of the Mayflower II (a reproduction of the original Mayflower) to compare and contrast the Mayflower to a modern-day ship.
 * [|Mayflower II Under Sail]
 * Students read and discuss narrative accounts of what life was like as a passenger on the Mayflower.


 * Closure ** : Students will complete the K-W-L chart by filling in the "L" portion by sharing a fact they learned through their research.

Jana Hailey's Lesson Plan
**A Tale of Two Cities – Hiroshima & Nagasaki**

@http://www.open-video.org/details.php?videoid=4364

Grade Level: 6-8

Students will work in groups to: use of atomic bombs in Japan to the American people.
 * use the NARA video sheet to evaluate the video
 * compare Hiroshima & Nagasaki using a Venn Diagram
 * compare Pearl Harbor to Hiroshima & Nagasaki using a Venn Diagram
 * complete a Pro's and Con's chart on the use of the atomic bomb in WWII Japan.
 * combine the information from their NARA sheet and Venn Diagrams to create a news story that would defend and/or admonish the

Corey Bowles' Lesson Plan
**__The Knee in particular the Anterior Cruciate Ligament__** We will begin by studying the anatomy of the knee and continue onto studying the common athletic injuries of the knee. What is the ACL & What is its purpose? The ACL is one of four major ligaments in the knee. It runs from the posterior (back) of the knee to the anterior (front) of the knee and is responsible for limiting forward motion of the femur on the tibial plateau.
 * Background:**
 * ACL Lesson:**

What is the common MOI (mechanism of injury)? The most common MOI for an ACL tear is planting the foot while twisting the knee.

Critical thinking: Do you think there is anything that would make on athlete more susceptible then another, sport, age, gender? We will begin by discussing what takes place during surgery then the students will be given an NARA worksheet and use it to analyze the following video found at U.S. National Library of Medicine and National Institutes of Health **.**
 * Surgical ACL Repair:**
 * DISCLAIMER: If you dislike the sight of blood beware, this is a video of an actual surgery and is not for the faint of heart. **

Arthroscopic Surgery to Replace a Young Athlete's ACL (Akron Children's Hospital, Akron, OH, 10/17/2006)

The lesson will conclude with a class discussion of what we saw during the surgery and will lead into the next topic of rehabilitation and return to play.

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