Learning+Activity+3-D-1

=> Learning Activity 3-D-1: Documents, Data, and Cartoons Lesson Plan=

==__Learning Activity 3-D-1 Wiki Instructions__==

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===To comment on a classmate's lesson plan:===
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==Wendy Kane's Lesson Plan==
 * Grade:** 4th
 * Subject:** Titanic

Students will need to apply their learning into their own writing and drawing. While completing the NARA worksheets, they will need to look into the sources and think about what the more important information the sources are trying to reveal are. The students will be writing a newspaper article which is a part of our writing curriculum.
 * 1) The students will form small groups and read small text of the Titanic’s voyage and sinking to engage their thinking.
 * 2) The students will analyze a newspaper article in the Syracuse Herald from 1912. They will analyze the newspaper article using the Document NARA. //(newspaper article: [])//
 * 3) The students will then focus on the reaction from the public in reference to the Titanic sinking. The students will use the cartoon NARA to analyze the cartoon. (cartoon: [])
 * 4) The students will then take what they have learned and create their own mini-newspaper. They will write an article about the sinking of the Titanic and create a cartoon as a visual.
 * Critical Thinking**
 * Integrate into Curriculum**

==Feuerstein's Lesson Plan==

__Title of Lesson Plan__: **Let the Tea Party Begin!** __Subject:__ 8th Grade Gifted

__Sources:__ __Objectives:__ Students will analyze the primary documents. Students will gain a deeper understanding of the Tea Party. Students will utilize the primary sources when creating a creative writing sample about a colonist or a British officer and their struggles during that time period.
 * 1) Eyewitness Account of Tea Party (December 1773): [] {Document}
 * 2) Tea Meeting Articles (November 1773): [] {Document}
 * 3) The Tea Act (May 1773) and another Eyewitness Account (December 13): [] {Document}
 * 4) The Tea Act (May 1773) [] {Document}
 * 5) Tea Tax Tempest (1778) [] {Cartoon}

__Introduction:__ Introduction/Activating Prior Knowledge: The students will briefly discuss their prior knowledge of the //Tea Act// and //Tea Party.// __Class Activities:__
 * 1) They will then read and analyze //The Tea Act// (#4). Students will utilize the SEA for this document. Students will analyze why this document was written and what effect it may have on the colonies. This information will provide the background for one of the reasons that the colonists were becoming agitated and an understanding of a rule that the British officers were expected to enforce.
 * 2) The students will then read and analyze the //Tea Reading Articles// (#2). Students will utilize the NARA worksheet for Written Documents to analyze these two documents. Students will record the most important information. These documents should provide a better picture of what some of the colonists were planning behind closed doors and away from the British.
 * 3) The students will then read and analyze the two eyewitness accounts of the Tea Party (#1 & #3). Students will also analyze these documents for potential biases. Although these two accounts are from the colonist standpoint, they do provide an inside view of what happened during the tea party. The students will analyze the text, describe what happened and debate whether the British officers really thought that the attackers were Indians or not.
 * 4) As a class, the students will analyze the cartoon (#5) depicting the European view of the revolution. The class will fill out the NARA Worksheet for a Cartoon. Students will discuss what attracted their attention first, what they were surprised to see and the clashing views that are depicted in the cartoon.
 * 5) Students will then write a short creative narrative of an American colonist or British officer in that time period based on the information that they learned from the sources we studied.

__Closure:__ Students will be invited to share their narratives with the class and explain how they used the information from the sources in their narrative.

==Alyssa Wilburn== Subject: Social Studies Topic: Boston Massacre Grade 5: __Lesson Plan__ Students will create a KWL chart outlining what they Know, Want to know, and have Learned about the Boston Massacre and its role as a critical point in the American Revolution.

Following a lesson on the Boston Massacre, students will have the opportunity examine several documents from the time period. Within their exploration, they will be viewing an image of a political cartoon created by Paul Revere depicting the events of the Boston Massacre, an anonymous account of the events, as well as an account from British Captain Thomas Preston. See links below: []

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The students will use the NARA worksheet to analyze the two personal accounts and the SEA method to analyze the political cartoon.

The activity is meant to show both points of view pertaining to the Boston Massacre. Students will be presented with both sides (British v. American) to understand the sentiments of both sides and their perspectives.

The activity promotes critical thinking skills by requiring students to analyze, as well as compare and contrast the American account versus the British accounts of the Boston Massacre. Additionally, students are able to compare the anonymous American account to the political cartoon created by Paul Revere.

Our students study the early colonization of America as well as the American Revolutionary War. This assignment is critical to the students’ understanding of the sentiments of the colonists during this particular time.

==Jana Hailey's Lesson Plan==

** "Childhood Lost" **

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==Kevin McGuire's Lesson Plan==
 * Subject:** Social Studies – American History
 * Topic:** President Richard Nixon's Resignation Speech
 * Purpose:** To analyze the resignation of President Richard Nixon, the circumstances surrounding his decision, his view of his own accomplishments as president, and public opinion of his decision.

-Political cartoon: "Nixon Awash in His Office," from //The Washington Post// on June 26, 1973 [] -Document: Nixon's Resignation Speech, delivered August 8, 1974 []
 * Documents Used**

Students will use SEA worksheets to compare/contrast the speech and cartoon.
 * What method will students use to analyze the document and political cartoon?**

Students will complete a KWL chart before they read the resignation speech and then fill in the remaining column after their reading and discussion.
 * Will your students use a graphic organizer like a KWL chart or Venn diagram?**

Students will rewrite Nixon's speech as if he had decided not to resign. They will also create a political cartoon that would be a reaction to this decision.
 * What final product will your students create, if any?**

This activity will promote critical thinking skills because it will have students analyze and evaluate (the higher levels of Bloom's taxonomy) the actions of a president. They also will create a speech and a cartoon; both of these assignments will allow students to think about what they have learned and use that information to create something new.
 * How will your activity promote critical thinking skills?**

This lesson will serve as a culminating activity for a unit on Nixon's presidency and the politics of the 1970's. It will provide the students with a nice overview of Nixon's accomplishments and personal shortcomings.
 * How will this lesson integrate with the rest of your curriculum?**

==Alison Mayer's Lesson Plan== **// Unwelcome: Nativism in the News //**
 * ** Overview ** ||
 * Objectives || Students will:
 * Complete a KWL graphic organizer regarding nativism against Chinese immigrants to the United States
 * Examine how newspaper articles and political cartoons conveyed anti-Chinese sentiment by completing NARA worksheets
 * Infer why Congress passed the Chinese-Exclusion Act in1882 in a written paragraph
 * Create a PowerPoint including modern-day examples of nativism ||
 * Materials || * NARA Worksheet: Documents
 * NARA Worksheet: Political Cartoons
 * A KWL graphic organizer
 * “Nativism in U.S. History” reading and worksheet from the CHOICES Program
 * Rubric and instructions for a PowerPoint
 * Primary sources of anti-Chinese attitudes (newspapers and political cartoons) ||
 * ** Procedures ** ||
 * || **Day One:**
 * Ask students to fill out the K and W portion of the KWL graphic organizer regarding anti-Chinese nativism.
 * Introduce students to the concept of nativism by providing students with a reading and accompanying worksheet about historical nativism from the CHOICES program. Have students work individually, in pairs, or in a group with you to complete this task.
 * Focus students on the section that explains that in 1882 the U.S. Congress passed legislation banning all immigrants from China. Tell them they will have a chance to look at primary sources that will better inform them of the popular attitudes and beliefs about Chinese immigrants from that time period. They will eventually add information about this to the L portion of the KWL, after they get to examine the primary sources.
 * Arrange the primary sources into two separate stations around the classroom (one for newspapers, one for political cartoons)
 * Hand out one of each kind of NARA sheet to each student.
 * Divide the class in half and have them go to either side of the room to start analyzing the primary sources.
 * After 20 minutes, ask the groups to rotate to the other station.
 * For homework, have students fill out the L portion of the KWL graphic organizer. Additionally, have them write a paragraph inferring the reasons why Congress was urged by the American public to pass a law that would not allow any immigrant from China to enter the country (the Chinese Exclusion Act). They can use their NARA sheets to help them.
 * Day Two**
 * Challenge students to find some examples of modern nativism on the internet in a group of three, and present their findings to the class via PowerPoint.
 * Provide students with instructions and the rubric for the PowerPoint presentation. Briefly show students an example of a PowerPoint that is well-done and another one that is less than satisfactory.
 * Give students time in the computer lab to work on their PowerPoints. Walk around to monitor students’ progress.
 * Day Three**
 * Students will have the day in class to work on their PowerPoints and prepare their presentations to the class. Walk around to monitor students’ progress.
 * As groups finish, have them use the rubric to self-asses their own product. Once all groups are finished, have them peer-assess each others’ work using the rubric
 * Day Four**
 * Each group will present their PowerPoint to the class. ||
 * ** Evaluation ** ||
 * || * Collect the NARA guides completed by students on Day One
 * Collect the paragraph inferring why Congress passed the 1882 Chinese Exclusion Act students completed for homework on Day One
 * Grade the PowerPoint presentation according to the rubric distributed on Day Two. ||

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 * **Primary Sources**
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 * **How will your activity promote critical thinking skills?**
 * This activity will require that students analyze documents and cartoons. They must also infer why Congress passed the 1882 Chinese-Exclusion Act. Additionally, students will search to find modern-day examples of nativism to create their own PowerPoint presentations demonstrating their understanding of the topic.
 * **How will this lesson integrate with the rest of your curriculum?**
 * This lesson on nativism for a U.S. History class. The curriculum in the district requires that students have a thematic unit on Movement, which is about Immigration to the United States. Nativism is a central theme across main waves of immigration, including the third wave, where many Asian immigrants came through Angel Island.

==Corey Bowles Lesson Plan==

Medicine During the Civil War
We will use primary sources from the Civil War that deal with medical treatments and beliefs to gain a feeling of what medical treatments were like and the difference in what we believe now. We do a section of study based on medical history and the fact that sports medicine really got its start during wartimes, when it was important to get soldiers healthy enough to fight. > Wounded Solider HospitalMan wearing splint 4. Students will review statistics on diesease during the Civil War. Statistics on disease 5.Students will use NARA worksheets to analyze an article from the Sanitation Commission dealing with the medical beliefs of the Civil War. Sanitation Commisson 6. Students will also watch a video presentation from the Museum of Confederacy that discusses amputations and field hospitals. Amputation Video
 * 1) We will begin with a discussion of what we think we know about Civil War medicine.
 * 2) Students will then read the chapter in their textbook pertaining to the history of medicine.
 * 3) Students will use NARA worksheets to analyze various pictures of soldiers’ receiving medical care.

I also have an antique medical book from 1876 and although it is alittle "newer" then the other primary sources and not form the Civil War the information contained is sure to bring about a spirited discussion.

The students will take all the information they gather and write a letter about how they think it would have felt to be either a solider or medical professional during this time. They will also discuss as a class how far we have come and what differences they can pick out of what we use to believe and what we believe now.

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