Subject- social studies/Holocaust
Grade Level: 8
Developed by: Jackie Botteon

Materials:

Time Life Multimedia Almanac

computer/printer

checklist or rubric detailing the expectations of the written essay

Objective(s):

-Students will identify an event related to the Holocaust using Time Life Multimedia Almanac

-students will write a one page reflection

Procedure:

-teacher will demonstrate the basic stps to navigating through the program

-students will use the different icons to identify events related the Holocaust

-students will be encouraged to choose topics that are current and in the past

-students will use the info to complete a one page essay which describes the event

and also includes their own reflections of what they’ve read

Assessment:

-use the designed rubric or checklist to assess the final written product

Lesson Plan #2
Subject: social studies
Grade Level: 5-8
Developed By: Jackie Botteon

Materials:

Time Life Multimedia Almanac

paper/pencil

chart paper (a roll of large white paper)

computer

printer

Objectives:

-the students will choose 3 events in history from different decades using the Time

Life software

-the students will type and print a paragraph summarizing each event they’ve
chosen (the year and date need to be included)

- a small graphic is to be included

-the class will collaborate and create one large timeline with the paragraph

Procedure:

-the teacher will help students locate the decades icon on the software

-students will independently choose the events that interest them

Assessment:

Students are required to contribute 3 paragraphs for 3 different events and include

a small computer graphic related to the event

EDU 360: Lesson Plans by Dianne Hauschildt

                               Social Studies – Grade 4
                      Topic A – Alberta: It’s Geography and People Conservation

In this lesson students will explore conservation and what we can do in Alberta and will present their findings
using a multimedia presentation.

Knowledge Objectives:
The student will demonstrate and understanding of the availability and the use of natural resources that affect
people and their environment.

            Generalization: Conservation is important to Alberta’s future.

Skill Objectives:
The student will be able to:

   1.Gather information by conducting a survey of opinions on conservation of Alberta’s
     resources.
   2.Organize information through use of pictures, graphs and reports accompanied by a
     title.
   3.Use an illustration (eg. cartoons, poster) to show how natural resources are used, or
     the importance of communication.
   4.Plan, carry out and evaluate an action aimed to demonstrate conservation.

Attitude Objectives:
The student will be encouraged to develop:

   1.Concern for needs of future Albertans.
   2.Cooperation in efforts to conserve.

Technology Objectives:

P.3.2.1 – Create a multimedia presentation incorporating such features as visual images (clip art, video clips)
sounds (live recordings, sound clips) and animated images, appropriate to a variety of audiences and
purposes.

F.4.2.1 – Recognize that graphics, video and sound enhance communication.

Assumptions & Previous Lessons:
Students have had a previous lesson on learning the multimedia software (PowerPoint or Hyperstudio).
 

Activities:

   1.As a class we will discuss conservation and its reasons. Students will look up the
     proper definition and generate a list of reasons that they will copy into their
     notebooks.
   2.In groups of four, students will generate a list of ways to conserve Alberta’s resources
     (minimum of four).
   3.Pick one of your conservation methods and create an action plan for carrying it out.
   4.Each group will then create a slide presentation (or stack) that will include the
     following:

          Title slide & slide with group members names.
          Definition of conservation
          Reasons for conserving – "Why is it important for Alberta?"
          A separate slide (or card) for each of the ways to conserve that the group came
          up with – explanation/description and relevant picture.
          Slide(s) to detail action plan for conserving.

   1.Each group will take another group through their presentation, until every group has
     had an opportunity to view all of them. (If a projector is available this can be done as
     a presentation in front of the class.)
   2.The class will then pick one of the action plans to pursue.
 

Assessment:

   1.Observe group cooperation and member participation.
   2.Mark presentation for all necessary requirements, and detail.
 

Expansions of Lessons/Followup:
Follow up on action plans; develop a questionnaire that students could use to interview community members
about their opinions on conservation to incorporate in their presentation.

Resources:
Computers (preferably networked) with multimedia software (PowerPoint or Hyperstudio), at least one per
group.
Dictionaries & encyclopedias (on-line or text).
Projector (if available)

Optional: access to additional clipart or photo database, and/or scanner for magazine and personal
pictures.

Trish Tycz    Lesson Plans for Social Studies

Lesson Plan :
Comparison of the Crisis in Kossovo to the Atrocities Against the Jews
in Germany prior to and during World War II.

Grade Level:  11th or 12 th graders.

Purpose:  To stimulate critical thinking in students and to create links
between the past and the present.

Objective:  To make students more aware of why learning about history is
so important.  People can learn lessons from mistakes made in history.

Procedures:  This is a rather simple assignment.  Students will
reasearch the crisis that is
currently occurrring Kossovo using the WWW or newpaper clippings or
media clips.  They will do the same to research the Holocaust that
occurred in Europe during WWII
and gather information to compare the two events.

The students must then write a compare/contrast paper using Microsoft
Word and PowerPoint (graphs and timelines would be useful).

Conclusion:  This assignment would help students to get used to using
word processing software and also become more familiar with using the
WWW.

Lesson Plan #2

E-mail Correspondance

Grades:  7 through 12

Purpose:  To match students in my class with international students of
the same age and interests.  This activity would allow students to
become more aware of other cultures outside of the United States.

Procedures:  Choose a sister school in another country.

Provide students from both schools with identical questionares about
themselves.  Have the students fill out these questionares and then
match them up with a similar students.

Set a time frame, and have students correspond daily or weekly with
their partner.  For each session provide them with a topic to discuss
with their partner.  Have students keep a running journal of their
conversations and what they learned from these interactions.

After the time period runs out, have the students.write a short paper
summarizing their experience with their partner and what they learned
from it.  Also, have the students hand in their journals so you can read
their thoughts.

Modifications:  This activity can also be done with in the U.S. if it is
too difficult to find an international partners.  It makes students
aware of the world outside of what they see everyday, and gets them used
to using the technology of E-mail.

Trish Tycz

Two lesson plans by April Gibson

COURSES: HISTORY/ SOCIAL STUDIES
GRADE: 5-12
TOPIC: GEOGRAPHIC ADVENTURE
DEVELOPED BY: APRIL L. GIBSON

ASSIGNMENT: EACH STUDENT WILL PICK AN AREA AND GO THROUGH THE GAME. THE
STUDENT THEN WILL WRITE A 1-2 PAGE TYPED ESSAY ON THEIR SEARCH.

PURPOSE: TO ENHANCE THE GEOGRAPHIC DEVELOPMENT OF THE STUDENTS.

TIME: THE STUDENTS WILL HAVE ONE WEEK TO SERACH AND WRITE THEIR ESSAYS.

RESOURSES: THEY CAN USE THE GAME FOR THEIR SERACH AND ANY OTHER
REFERENCE GUIDE FOR THEIR ESSAYS.
 

COURSES: SOCIAL STUDIES/ GEOGRAPHY
GRADE: 5-12
TOPIC: AFRICAN STUDY
DEVELOPED BY: APRIL L. GIBSON

ASSIGNMENT: PICK A Nation FROM THE LIST TO EXPLORE IN AFRICA. THEY WILL
THEN USE THE TUTORIAL TO FIND AND EXPLORE THE AREA. THE STUDENT WILL
THEN RESEARCH THE AREA, AND GIVE A 2 MINUTE SPEECH ON THEIR FINDINGS.
PURPOSE: TO HAVE THE STUDENT LEARN ABOUT THE COUNTRY AFRICA, AND LEARN
THE IMPRESSIONS FROM THE OTHER STUDENTS.
TIME: THEIR SPEECHES WILL BE 2 MINUTES A PIECE. THE AMOUNT OF TIME THEY
HAVE TO COMPLETE THEIR PROJECT IS 3 WEEKS.
RESOURCES: THEY WILL USE THE TUTORIAL FOR their nations AND ANY OTHER
RESOURCES THEY NEED FOR THEIR SPEECHES.

Social Studies Lesson Plan  Prepared by Melissa Giannino

Grade Level 5-8.

Purpose: To help kids learn about how cities function and run, or how they
fall apart. A good lesson about social environments and what is needed for a
city or town to function properly.

Objective: For children to create a city and see if they are able to keep
their city functioning for a long period of time.

Materials:Computer, SimCity2000 computer game.

Procedure:
1)Children should be paired into groups of three kids.

2) Each group will have a chance to create a city using the program.

3) Each week the groups will each have a chance to work on their cities.

4) .The classes will see who has the longest runnung city.  The group who has
the longest lasting city is the winner

5)  After the  games are done each group will write up a little thing and
present it to the class about how their city thrived or failed.
 
 
 

Meet the Candidates lesson developed by Sara Mae Posocco

Overview: Students will use the internet to research the candidates for the upcoming
elections.  They will then organize the information into meet the candidates posters.

Target Audience: 8th grade Social Studies class

Duration:  Two forty-five minute periods.

Objectives: Given the computer with internet access, students will be able to research
the candidates and what their positions are on major issues.  They will then organize
that information into a large class poster.

Recources/Materials: Computer lab, large pieces of white paper, construction paper,
markers, and glue.

Activitys/Procedures:
1.)  Pair the students together, and give them a candidate to research.
2.) Tell the students the idea is to gather information about the candidate such as;
what they're running for, what are their beliefs about major issue, what party do they
represent, and what exactly does the job their running for mean.
3.)  Have the students record this information.
4.)  Discuss the information as a class decided what is valuable, and what is not.
5.)  During the next class period set up the large sheets of white paper so the student's
can make a large chart of the candidates.  The chart should be set up in a branch style
comparing the candidates, and giving a brief description of their beliefs, along with a
description of the position they are running for.

Assessment:  If the students are able to find the candidate, and quality of the
information they were able to find.

Tying it Together: Follow the poles throughout their campaigns and record who wins
on your charts.  Possibilities can also be having a mock vote in your classroom, or
even debates.

Current Events lesson plan developed by Sara Posocco

Overview: Students will use the internet to find current events.  They will then apply
the importance of those events to different situations.

Target Audience: 8th Grade Social Studies Class

Duration: 45 Minutes.

Objectives:  Given the computer and a worksheet students will be able to search
through the internet to find a current event that they can relate to.  From there they will
be able to complete a summary of the article saying why it is important to themselves
and others.

Resources/Materials: Computer lab.

Activity/Procedures:
    1. Explain to students that they will be using the computers to find news articles.
    2. Provide the students with a list of web pages for major newspapers in their areas,
and major ones throughout the country.
    3. Explain that they will be reading to find an article that has an impact on them in
some way.
    4. Give the class twenty to thirty minutes to look for an article.
    5. Print out the articles.
    6. As they finish ask them to complete the following about the article.
        a) summarize the article
        b) relate the article to their lives
        c) show how it effects their community, state, country, and finally world wide

Assessment: This can be recognized if the student is able to find an article, and then
apply it to the procedures above.

Tying it together:  Having a class discussion the next day about the articles in the
news that they choose, and how they effect the students, along with the class,
community, state, country, and finally world wide.

Lesson plan by:  John Testa

Applicable grade levels:  4-8

Course:  Social studies or geography

Topic:  Students will about all aspects of a country, state, or province of their choice by using

the World Wide Web and e-mail.

Assignment:

1. Students will have the opportunity to chose a single country to study, or a single province or

state of a particular country.

2.  Once a student has selected a region to study, they will be allowed to use a series of class

periods to utilize the school’s computer lab in order to gather information from the World Wide

Web pertaining to their selected region’s history, geography, governmental structure, economy,

and culture.

3. Students will now be asked to attempt to contact a student of similar age in their area of study

and obtain some information about that country’s current popular culture.  This activity will

allow the student to compare and contrast their country of study to the United States.

4. Students will compile all information gathered form their research on the internet and from

converstaions with their e-mail pen pals into a written report of 5-7 pages.

5. Students will share what they have learned with the rest of the class in a brief oral

presentation.

Objectives:  Students will familiarize themselves with electronic mail and the World Wide Web

while learning about another world culture in detail.

Resources:

1. School computer lab

2. World Wide Web

3. Internet address from Hotmail

Evaluation:  Students will be evaluated in the following manner.

1. 20 % of the score will be based on the student’s research efforts.  Students will not be

penalized if they are unable to contact an e-mail pen pal.

2. 60 % of the score will be based on the quality and completeness of the student’s written

report.

3. 20 % of the score will be based on the student’s preparedness and knowledge of their subject

during their oral report.

Lesson plan by:  John Testa
Course:  Social studies/geography

Grade level:  4th-8th

Topic:  Students will learn the topography and geography of the United States by planning a route using the Street Atlas 4.0 software.
Assignment:  Students will be told to design a road trip using the Street Atlas 4.0 software.  The trips designed by the students may travel to any location within the United States as long as their route passes through the topographic and geographic features listed below.
1. Two deserts
2. Two swamps
3. Four mountain ranges
4. Three major rivers
5. One peninsula
6. Six lakes
Once the students have created a route satisfying the above requirements they must print it out and present it too the class.
Objectives:  The objectives of this assignment are to familiarize students of the locations of various topographic and geographic features throughout the United States with the use of maps.
Students will also gain valuable computer experience with the use of the Street Atlas 4.0 software package.
Resources:  The resources required for this project are a computer equipped with a CD Rom drive and the Street Atlas 4.0 program.  Also required for this project is access to either an ink jet or laser printer.
Evaluation:  Students projects will be evaluated on the following criteria.
1. 80 % of the grade will be based on whether or not students road routes traveled through each required feature.
2. 20 % of the grade will reflect the students effort in their class presentation of the project.

Political Access
Lesson Plan developed Bill Thibodeau

Objective: Students will learn about their government and how to gain access to their Political Representatives.

Lectures: There will be two tests (midterm and final) and pop quiz’s on lectures or assigned readings.

? Constitution: Overview
a) Elections
b) Free Speech
? Separation of Powers:
a) Legislative
b) Judicial
c) Executive
? Special Interest Groups
a) Definition
b) Examples
? Political Action Committees
a) The Law
b) Purpose
c) Examples
Projects:

? Project I: Write letter to each Representative and Senator and get response to issue that affects you. Student may use any media they wish for this (ie. email, snail mail, phone etc.) however they must follow up until the receive a response.

? Project II: Research a PAC; prepare a position statement for that PAC and defend their position to the class.

Grades:
Each Project is worth 25% of your grade
Two tests on Lectures are worth 20% each
POP Quiz’s as determined worth 10% of your grade

Personal Finance
Lesson Plan developed Bill Thibodeau

Objective: Students will learn how to make and use a  personal budget using Quicken and local newspapers.

? Schedule two days per week in computer lab (in lieu of class)

? One day per week will be lecture
Topics will include:
A) the importance of budgeting
B) review of basic math skills
C) living within your means
D) taxes: state local federal
E) opportunity costs (how much does it cost to go to work)

? Two days per week will be discussion

Discussion assignments will be 25% of grade
Use the classified section of local paper to find :
A) an imaginary job requiring only a high school diploma
B) an apartment
C) a car
Bring in copy of parents Utility bills:
Electric
Phone
Cable
Discussions will require class participation and will be in open forum. Students may wish to solicit partners in order to split cost (ie. roommates, car pooling etc) discussions will revolve around what things costs and how to reduce those cost.

Two part assignment: 1) create wish list 1st day (kind of car, where to live, hobbies etc.  2) last day of class compare actual budget and living conditions with wish list and write essay about the difference. 15% of grade.

Attendance and participation 10 % of grade.

In lieu of final exam students will turn in their budgets 50% of grade.

COURSE: U.S. History (High School)

TOPIC:  Using e-mail on school's computer

LESSON PLAN BY ALEX WALKUSKI

ASSIGNMENT: Each student is to obtain a internet e-mail address using Hotmail.  Students will need to e-mail the student alphabetically next in their name to complete a circle in the class.  This is a huge group project where either everyone gets credit or no one gets credit.

PURPOSE:  The purpose of this assignment is for everyone in class to learn how to use e-mail.  I made this a all or nothing assignment because I want the students to work as a huge group.  It is useful that students learn to e-mail each other for future group projects.

RESOURCES:
1. Computer with internet.
2. Home computer (optional)
3. Class trip to the computer lab.

COURSE: U.S. History I  (High School)

TOPIC:  World War II

LESSON PLAN BY ALEX WALKUSKI

ASSIGNMENT:  Each student in class will have to find three different sources from
World War II.  One source has to come from a book.  The second source has to come
from a article or journal.  The last source must come from the internet.

PURPOSE:  The purpose is for students to become familarized with finding sources in
the library and on the internet.  The purpose is also to get the students to start working
with the computer because they will need to do written reports later in the future.
Last, is to spark students interest about the World Wars.

RESOURCES:
1. Computers at school.
2. Home computers
3. Class trip to school Library
4. Teacher for any help
 

EXTRA CREDIT:  Find one more source from each of the three areas.
 
 
 
 

GRADE LEVEL: 5th grade
TOPIC:  Getting to know the United States
Lesson Plan developed by Jennifer Collucci

ASSIGNMENT:
Each student will choose a one of the United States and write a research
paper on their choice.  The paper must be at least 8 to 10 pages in
length, 12 point type and double-spaced.  They will have 5 weeks in
which to complete this paper.  The final draft must be typed on Claris
Works and saved on a disk that will be handed in along with the students
finished papers.  The students must use at least five different sources,
including at least 1 web site.  Their papers must include general
information about the state they have chosen such as population,
climate, industry, etc.

PURPOSE:
The purpose of this activity is to introduce the students to the
research process.  The students are basically given the freedom to write
their paper based on what it is that most interests them about their
state.  The most important part of this process in the research
component.  Hopefully requiring at least 1 web site in the bibliography
will help the students to become more familiar with the internet.  Also
this activity will get the students to become more familiar with Claris
Works and word processing.

OBJECTIVES:

Given that students are asked to list at least one web site in their
bibliographies, the students must list at least one reliable web site in
their bibliographies.

Given that the students are asked to hand in a paper no shorted than 8
pages, they must hand in at least 8 pages.

Given that the students are asked to hand in a copy of their paper on a
disk, the students must hand in a disk along with their final paper.

PROVIDED RESOURCES:

1. Class Textbook
2.  Library Resources
3. Internet
4. Scheduled class time for computer use
5. My collection of CD-ROMS
6. Access to Claris Works

EXTRA CREDIT:
If the students wish to do extra credit, they will be given the
opportunity to give an oral presentation on the state that they choose
to research.

Destination: Time Trip, USA Lesson Plan developed by Crystal Morin
Age Level: 3rd Grade

Entry Level Characteristics:  Students have been engaged in an extensive
unit studying  Colonial America.

Role of the Teacher:  She/He will encourage, through modeling and
demonstration, students to move beyond any of their personally set
boundaries to a new area of personal creativity as they attempt to
illustrate and write a story about a child who lived in Colonial America.
She/He will act as a co-investigator with the students as they try to
discover new information about life in colonial times.  She/He will
constantly monitor the activities and modify them so all students (those
with special needs included) can actively participate.

Objectives:
1. Students will demonstrate the ability to write in a chosen genre.
2. Students will display the ability to write descriptively.
3. Students will gain a rich understanding of life in colonial times.
4. Students will gain a sense of creativity by developing their own
illustrations via the program Destination: Time Trip, USA.
 

Materials:
1. Imagination Express’ Destination Time Trip, USA software published by
Edmark Corporation, 1996. 800-362-2890.
2. Sarah Morton's Day : A Day in the Life of a Pilgrim Girl by Kate Waters.
3. Samuel Eaton's Day : A Day in the Life of a Pilgrim Boy by Kate Waters.

Procedure:
1. Read Sarah Morton’s Day:  A Day in the Life of a Pilgrim Girl by Kate
Waters and Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy also by
Kate Waters.
2. Discuss how children in colonial times lived.
3. Make a list or chart of the things you talked about and place it in a
visible place in the classroom.
4. Make available in the classroom, books written in various genres, i.e.
poetry, informational storybooks etc.
5. Encourage students to browse through these books and choose one type that
they would like to use as a format when writing about the life a child in
colonial times.
6. Using the program Destination Time Trip, USA, have the students write and
illustrate their piece.
7. Print the pieces and share them with the class.
.

Closure:
 When the students have completed their pieces of writing, encourage them to
share their work with the class. Create a bulletin board or a class book
with the drawings and writing pieces.

Extensions:
 Students may choose to use one of the other writing genres to develop
descriptions about life in colonial times.  Read other books about life in
other eras and write about them in a similar fashion.

Evaluation Criteria:
 Assessment of the students can be done through observation of the student,
discussion with the students, analysis of the final out come of the
illustrations and the student’s written piece at various stages of the
writing process.
 

Multicultural lesson plan developed by Suzanne Morrell.

Each student will  be paired up in two's.
The two students will tell each other their background; Irish, Hispanic,
Russian, etc.
The students will then go to the computer lab and using the WWW research
their partners back ground.
When researching each others back ground they must find interesting
facts on the country and the culture.
The next day each student will report on the person they researched.

 Materials needed: Computer lab. and Netscape ( access to WWW).

Objective: To have the students learn about other ethnicity.

COURSE: US History-High School level
TOPIC: U.S. Presidents
Lesson developed by Elizabeth M. Tucker

ASSIGNMENT:
Each student will pick one U.S. President to do a research paper on.  The research paper must be a minimum of two pages in length,  typed, double-spaced, with a 12 point type.  The student must use two resources other than their textbook.  One must be taken from my electronic textbook and one can be an article, journal or book.  The report must include facts about the particular president and the events which occurred during their presidency.

PURPOSE:
To learn about the U.S. Presidents and the time periods in which they lived.  Students will also become familiar with library use and computer knowledge.  This will teach students the many ways they can learn more about topics which interest them.

OBJECTIVE:
This will enhance their learning of U.S. History.  By allowing the student to choose their own president, the students are allowed more freedom to choose a time period which will be of interest to them.  Also, students will gain computer knowledge by using the class computer.

PROVIDED RESOURCES:
1) Class Textbook
2) My electronic textbook
3) My collection of CD-ROMs(including Microsoft Encarta)
4) Time allotted class time to use the computer
5) Class trip to the school library to pick out books
6) E-mail–students will be allowed to ask for one-on-one help

EXTRA CREDIT:
A student may wish to give a five to ten minute oral report about their president and the time period.  This oral report will take place during the time period that we are discussing in class.  This will also count toward their participation grade.

COURSE: US History-High School level
TOPIC: America by the Decade
Lesson developed by Elizabeth M. Tucker
Lesson Plan #1

ASSIGNMENT:
Each student will put together a collage about one decade of American history.  The collage must include pictures with one or two sentence descriptions of the object or event.  The collage must include style, literature,  art, music, politics, and the attitude for the given decade.

PURPOSE:
To learn about different societies and what was the typical thought for people for the given decade.

OBJECTIVE:
By understanding how and what the average American did during the given decade, the student will be able to grasp how events took place and why attitudes began to evolve into how we act in today’s society.

PROVIDED RESOURCES:
1) Class Textbook
2) My electronic textbook
3) My collection of CD-ROMs(including Microsoft Encarta)
4) Time allotted class time to use the computer
5) Class trip to the school library to pick out books
6) E-mail–students will be allowed to ask for one-on-one help
7) My collection of musical CD-Rom’s

EXTRA CREDIT:
A student may wish to turn in an interview with a person who grew up in a different decade(ex: grandparents, teachers, or any adult friend).  The interview must contain relevant questions on how the person felt about politics, style, music, art and literature.  This can be a written, taped, or video recorded interview.
 

LESSON PLAN  2 DEVELOPED BY BRANDON HOOKER
EDUCATION 360-01
FEBRUARY 17, 1999
PROFESSOR STOLOFF

TOPIC: HISTORY

GRADE LEVEL: ELEVENTH AND TWELFTH GRADE

SUBJECT: BLACK SLAVE OWNERS THROUGHOUT THE 19TH CENTURY

OBJECTIVE: TO INTRODUCE MY STUDENTS TO THE FLIPSIDE OF SLAVERY, ONE
WHICH MOST PEOPLE ARE NOT EXPOSED TO IN THEIR ACADEMIC LIVES.

PURPOSE:  THE PURPOSE OF THIS EXERCISE IS TO ALLOW THE STUDENT TO
DRAW COMPARISONS AMONG BOTH WHITE AND BLACK SLAVEOWNERS
THROUGHOUT THE 19TH CENTURY.  THIS WILL ALSO ALLOW THE STUDENT
TO SHOW THE CONTRASTS IN EACH GROUPS' REASONING FOR SUPPORTING
THIS "PECULIAR INSTITUTION".

RESOURCE AND MATERIALS: 1. UNITED STATES.COM(WEB SITE)
                                           ;          2.PRIMARY/SECONDARY SOURCE EXCERPTS
                                           ;          3. LIBRARY OF CONGRESS FILES(INTERNET)
                                           ;          4. U.S. HISTORY ON CD-ROM

PROCEDURE: 1. THE STUDENTS WILL CONCENTRATE ON THE BLACK SLAVE
OWNERS OF SOUTH CAROLINA, SO THEY WILL ACCESS UNITED STATES.COM.
                        2.WITH THE INFORMATION COLLECTED THEY WILL BEGIN TO
DRAW CONCLUSIONS FROM THE VARIOUS SECONDARY SOURCE EXCERPTS
PROVIDED BY MYSELF.  THESE EXCERPTS WILL INCLUDE HISTORICAL
MONOGRAPHS, SLAVE NARRATIVES, AND TOWN MAPS FROM THE 1850'S.
                        3.NEXT, THE STUDENTS WILL ACCESS HANDWRITTEN DOCUMENTS
FROM THE LIBRARY OF CONGRESS VIA THE INTERNET.
                        4.FINALLY, WITH THE AID OF THE U.S. HISTORY CD-ROM, THE
STUDENTS WILL ACCESS THE TRADITIONAL VIEWS OF A WHITE SLAVE OWNER
IN THE SOUTH.  AT THIS POINT THE STUDENT IS ALLOWED ACCESS ANY
DOCUMENTS THEY MAY WISH TO GAIN GREATER  INSIGHT INTO A WHITE
SLAVE OWNER'S MINDSET.

ASSESSMENT:  ALL OF THE STUDENTS WILL TURN IN A SIX TO EIGHT PAGE
PAPER ON THEIR FINDINGS AND VARIOUS OPINIONS CONCERNING BLACK
SLAVE OWNERS IN GENERAL.  THIS WILL ALLOW  THE STUDENT TO ANALYZE
THIS INSTITUTION FROM A MUCH MORE OBJECTIVE LEVEL THAN THEY HAD
IN THE PAST.  ALL STUDENTS WILL BE GRADED ON EFFORT AND
PROFESSIONALISM.  A AND B'S ONLY, C'S OR LOWER WILL BE HANDED BACK
FOR CORRECTION.

Lesson developed by Melissa D. Nessing

Purpose: to get kids interested in history

Resources: Microsoft powerpoint to help with presentations

Procedure:
    Pick an event in history
    Chose an even that can be presented any creative way (use your
imagination)
    Use the software to help to present
    research the topic
    Must present (use any of the following, or make up your own way to
present):  graphs / overheads / music / dance / play / story line etc....

LESSON PLAN DEVELOPED BY BRANDON HOOKER
EDUCATION 360-01
FEBRUARY 15, 1999
PROFESSOR STOLOFF

TOPIC:  HISTORY AND SOCIAL SCIENCE
GRADE LEVEL: ELEVEN AND TWELFTH GRADE
SUBJECT: HISTORICAL INACCURACIES
OBJECTIVE:  MY OBJECTIVE FOR MY STUDENTS IS TO ALLOW THEM THE
AUTONOMY TO CRITIQUE "TRADITIONAL" HISTORICAL DATA.  WE WILL BEGIN
WITH ONE OF THE WORLD'S MOST CONTROVERSIAL TOPICS, "EXPLORATION";
WHICH MAY LATER BE REFERRED TO AS EXPLOITATION.

PURPOSE:  THIS WILL ALLOW THE STUDENT TO GAIN A BETTER
UNDERSTANDING AS TO WHY THINGS CHANGE.  IT WILL ALSO ALLOW THE
STUDENT TO BECOME BETTER PREPARED TO NO LONGER ACCEPT ANY
IDEALS AT FACE VALUE.  THIS WILL GIVE THEM THE ADVANTAGE, NOT ONLY
IN THEIR COLLEGE STUDIES, BUT THE REST OF THEIR LIVES AS WELL.

RESOURCES AND MATERIALS:1.WORLD WIDE WEB
                                           ;              2. PRIMARY SOURCE RESEARCH
                                           ;              3."EXPLORERS OF THE WORLD" PROGRAM
                                           ;              4. 3-D WORLD ATLAS 1997, CD SOFTWARE
PROCEDURE: 1. STUDENTS WILL CONCENTRATE THEIR EFFORTS ON ONE
ASPECT OF EXPLORATION(TREATMENT OF NATIVES, ETC.)
                         2.STUDENTS WILL EXPLORE THE WEB FOR LOCAL UNIVERSTIY
LIBRARIES OR HISTORICAL SOCIETIES WHICH WOULD BE BENEFICIAL TO
THEIR RESEARCH.
                        3.STUDENTS WILL THEN USE THEIR GATHERED INFORMATION
AND COMPARE IT TO A GIVEN MONOGRAPH(TEXTBOOK) OR THE COMPUTER
PROGRAM GIVEN(EXPLORERS).
                        4.  THEN THE STUDENTS WILL GIVE A PRESENTATION ON THE
ACTUAL EXPLORATION OF THEIR EXPLORER OF CHOICE USING THE 3-D ATLAS
TO THE CLASS.  THE CLASS WILL FOLLOW ALONG BY USE OF AN EXTENSION
WHICH ALLOW THE MONITOR TO BE SEEN ON A PROJECTOR SCREEN.

ASSESSMENT:  I BELIEVE ALL OF THESE STUDENTS WILL FIND IT BENEFICIAL TO
CHALLENGE THE IDEALS PLACED UPON THEM INDIRECTLY ON A DAILY
BASIS.  EVEN IF THE STUDENTS DO NOT DRAW AN INACCURACY FROM THEIR
RESEARCH OR EVEN WRITE A PAPER DISAGREEING WITH A TRADITIONAL
FACT, THEY WILL STILL BE GRADED IN THE SAME FASHION AS THEIR
COLLEAGUES.  MY GRADING WILL BE BASED SOLELY ON THEIR EFFORT AND
PROFESSIONALISM.  A'S OR B'S ONLY, C'S OR LOWER WILL BE HANDED BACK
FOR REVISIONS.

Lesson Plans  developed by Janet Franzo
Edu 360-01
January 16, 1999
Professor Stoloff

TOPIC: Battle of Gettysburg. Camp life project.
GRADE LEVEL:5-8 (Depending on student's aptitude and amount of knowledge
teacher requests.)

SUBJECT: Social Studies
OBJECTIVES: Students will exhibit a greater knowledge of camp life
during the Civil War through research of the Gettysburg campaign. The
student will select an officer (known or composite) or soldier to learn
more about: weapons, disease, life, routine, and the Gettysburg
battlefield.
PURPOSE: To learn more about rigors of life in war in 1860's America. To
improve research skills on the net. To develop and/or improve writing
skills.
RESOURCES AND MATERIALS: a)  Internet access
b) Encarta CD-ROM disk (school provided)
c) bookmarks on Alta Vista, Excite, etc.
d) Composer or Geowrite
e) folders to hold hard copy information
 f) Time allotted in classroom for research and word processing.

PROCEDURE: 1) Preferably, students will work alone in the school
computer lab, in classroom or on personal, home PCs (if available) 2)
Students will use Netscape to pull up and bookmark on search engines,
information on the battle of Gettysburg (site, weather,town, camp life,
etc.) to get a general feeling of the battle.3) They will identify an
officer or soldier. 4) They will describe the life of this soldier to
the best of their abilities (using the generalized information they have
gathered from their research.) 5) They will compile a paper of not more
than 3 pages on "life in the field". 6) Web sites will be noted.

ASSESSMENT: Students will reach their objective when they hand in
research paper and present to class a short, oral presentation on their
chosen soldier. Presentation should include:  1) Name of soldier  2) Age
3) Rank  4) Field of activity, i.e.: cavalry, infantry, artillery, etc.
5) Short description of camp life in the field  6) Extra credit will be
given for "personalized" anecdotes, i.e.: letters, diaries, friends,
etc. NOTE: No one who hands in a paper and presents oral report will get
lower than a "B". An "A+" is possible for exceptional work (at grade
level).
 

TOPIC: Civil War Battlesites

GRADE LEVEL: 6-8 grade

SUBJECT: SOCIAL STUDIES

OBJECTIVES: 1) By the end of the lesson, the student will have a working knowledge of
where the American Civil War was fought.  2) The students will then integrate this
information into a project consisting of a map of the eastern half of the United States
with battlesites noted. 3) The student will rate each battlesite as to its importance of the
war and why. 4) They will select 3 sites  to plot onto map. 5) They will be able to
discuss their sites, knowledgeably.

PURPOSE: To gather more knowledge of the Civil War battlesites. To learn or
strengthen their use of the Web as a research tool. And, finally, to strengthen their use of
wordprocessing by using Composer or Geowrite as a tool.

RESOURCES AND MATERIALS: Internet access, Geowrite or Composer, Bookmarks on
Alta Vista, Excite, etc., Encarta CD-ROM disk (school provided), Maps, Folders.

PROCEDURE: 1. Students can work alone or in a team of two in the computer lab/town
library/or on personal, at-home PC. 2.Students will use Encarta to research where the
Civil War was fought. 3.Students will view the map of the U.S.A.and make a hard copy
for future use.
4.They will then pull up www.Alta Vista.com or www.Excite.com where they will
gather further information on three battle sites. 5.Teacher will note three sites so no
duplication will occur.
6.Students will plot three choices on map of U.S.A. 7.Student will annodate each
battlesite.
8.Student will rate each battlesite as to its importance.

ASSESSMENT: Students will reach their objective when 30 sites have been plotted on
map and annotations are compiled for discussion. Students will be graded as to
sources, topics and knowledge of battlesites (according to their ability). No one will fail.
A grade of "B" is guaranteed for each student who submits his work.
 

Grade Level-Sixth Grade Social Studies developed by Lianne Maeder
US State Reports

Intro: The students will have already had a lesson in email and Internet uses.
They will know how to search around the web previous to this assignment.

Objective: To have the students research a state of their choice. It will
enhance their knowledge in Social Studies and the geography of the United
States.

Strategy: They will use CD-ROMs such as Encarta encyclopedias to get general
information about their state. They will also have access to the Internet in
the computer labs to get articles from the web about their states and the
certain attractions their state offers.  They will also use email to contact
the state to get brochures about their particular state if they choose.  Once
they get their information they will condense it into their own words and type
a 2-page report on Microsoft Word.

Length: Over a time period of 2 weeks, (gives children enough for research and
writing along with receiving mail from their state).
 

Grade Level: 9-12th Grade
Family Expense Project
Health/Life Skills

Objective:  To have the students understand real living money situations.
They will also learn to gather information through the Internet, to compile it
by spreadsheets and graphs on Excel and to present their projects on
PowerPoint.

Strategy: Students can pair up with another student or do it independently.
They will get a certain salary (per month) that will be given to them.  They
must design a home (through a Home Designer CD-ROM, or hey can go online (real
estate web page) to find a house to buy.  They must do assignments related to
health issues to get money. They will get a ditto that says the price of
things they need to pay for (food, heat, electricity, etc).  On excel they
will have to set up a spreadsheet of their money, what they spend and earn.
They will then make a presentation on Microsoft PowerPoint to show how they
handled their money.

Length: 4-week project. During this time they will have to do assignments to
earn money and spend money each week on bills among other things.
 

The Emancipation of Slavery  Lesson Plan developed by Adam Johnson
1/13/99

The Emancipation of Slavery - a US History Curriculum
An interactive History lesson, refers to WWW page:
http://www.easternct.edu/depts/edu/textbooks/emancipation.html

Grades/Class to be taught in: 10th or 11th US History

Time: over a 2 week time period. 35-45 minutes per class, 2 times per
week.

Assignment: students will answer 3 questions about each person whose
picture appears on the main web page:
http://www.easternct.edu/depts/edu/textbooks/emancipation.html

These people include:
Sojourner Truth
Frederick Douglass
Harriet Beecher Stowe
William Lloyd Garrison
John Brown.

The Main assignment will be for the students to actually write a
simulation journal taking place over a five-week period, of what being a
slave must have been like. Students will be expected to make a journal
article reflecting the way they (as a slave) have been treated by their
owner, and the struggles that exist in their situation. Students must
decide what kind of slave they are ( house slave, plantation worker,
child, adult, woman, etc…) and how they want to describe their lives as
slaves. What is most important is that the students get all of their
information from the WWW, and gain a well-rounded understanding of
Slavery, Abolition, and emancipation.

Goals: for students to gain an understanding of Emancipation and the
Abolition movement, both in its significance historically, and in the
example that it sets, showing that positive change can be made by
‘normal’ citizens. Hopefully, this will in the long run, produce
citizens who stand up for their beliefs, and work for change.
The other goal of this curriculum is for students to become more
“Internet fluent.”

Day 1: Students will sit with no more than 3 students per computer. One
student should operate the computer, while the other students decide
what to look for, and how to answer their questions.

A ditto with the questions should be presented for each group, as the
grades will be done per group. A description of what is expected and a
due date for the journal will also be presented.

Students will have free time to use the computers. The teacher will be
available to assist with any questions.

Days 2, 3 and 4: The process will be the same. Teacher will have a class
wide discussion regarding info found so far, and will roam to answer
questions that groups need to ask in a less ‘public’ atmosphere.
 

Civil Rights Movement Lesson developed by Jessica Watrous

Grade level: Tenth

Subject: Civil Rights Movement

Time: 2-3 class periods

Objectives:

     Each student is responsibility to complete a research question on
the  Civil Rights Movement. The question will be provided by the teacher

    They will work in the computer lab to find the answer to the question. They will use the Internet, encyclopedias on CD-ROM, on-line journals and databases.

Question:

    From the resources you have available to you what do you think the
civil rights movement was all about?  You can include protest, people and
places.  This is a very open question and is this way so you will use you
mind to come up with the answer to this question.  Therefore give it your
best effort because every answer is as long as it is backed by facts is
correct.

Student Arrangement/Safety:
     Students are to work in the Computer Lab or at approve computers
within the  building.  If a student chooses to work at another lab they must get
the teachers okay and I will be checking up on them.

Procedure:

1. A overview of  the lab and the necessary programs the students will
need to use.(Internet, Word, and PowerPoint)
 

2. Students are to work in the computer lab with no more than 2 other
people.
 

3. Students will start by picking with resource the students would like
to begin with(Internet, CD-ROM, or online journals).  The students will
than do a search on the civil right movement and find any information the
students think is useful.

4. Once the find the needed information the students are to arrange it
and type out a answer to the question.  The length of this paper is
whatever the student feels is necessary to answer the question.

5. To accompany the papers, the students will design a presentation on
 PowerPoint.  That will be presented at the end of the week.  This allows
for out of class work on the presentations to be done.

Assessment:
 Students by using the resources available will complete a paper
pertaining to the question given.  The Students will also present a
PowerPoint presentations on the information the obtained.

Lesson on Asia developed by Jessica Watrous

Grade: Ninth

Topic Asia.

Time 1-2 Class periods

Objective:
    Each Student is to pick a area in Asia of their interest.  Using the
WWW, the are to  search for information on this topic.  The will hand in
a packet of information  which was collected from the WWW.

Student Arrangement/Safety:
        All students will be required to work in the computer lab where the
Teach is.

Procedure:

1. A overview of  the lab and how to get to the WWW.

2. Students will search using the topic they have chosen.  Search engines
like yahoo, infoseek, and lycos can be used for this project.  Students
are not limited to the search engines.

3.  Students will print the information that seems interesting to them
about their subject area.

4.  In some form, chosen by the student, they will put all the
information together into  a packet.  Ideas use a binder, color paper
stapled together.

Assessment:
Students by using the WWW will complete a packet
pertaining to the area in Asia chosen.  The Students will put together
the information into a packet using their own creativity.  These packets will be
displayed in class during the time studying Asia.  The can be used as
guides to get information from for class work and discussions.
 
 
 
 
 

"Conducting On-line Research on the Subject of Kwanzaa"
a lesson developed by Ruth W. Rose

GRADE LEVEL:   Grade Four

CONTENT SUBJECT AREA:  Social Studies/Cultural Diversity

TIME: 45 Minutes.

OBJECTIVES:

1.   Students will research the subject of "Kwanzaa" on the computer, using
different types of on-line resources, including encyclopedias, reference
materials, articles and websites such as "NetNoir."

2.   Students will define "Kwanzaa," and why, when and by whom it was
developed.

3.   Students will list the seven principles of the Kwanzaa celebration,
giving a brief description of each.

4.   Students will define what a "Kinara" is and what it looks like.

5.   Students will build a Kinara in class to be used in a classroom
celebration of Kwanzaa.

MATERIALS:
Computers with on-line access.
Pencil and paper.
Materials for Kinara:   Rectangular piece of Styrofoam (about 4" x 4" x 10")
                        one black candle
                        three green candles
                        three red candles

GROUPING:
Students will work in pairs on the computer.  They will take turns searching
on the computer and recording results on paper.
 
 

INTRODUCTION:
Teacher will set the scene for the research project by discussing how
different people observe the holiday season in December.  Teacher will ask
students for input on how and what holiday their family celebrates.  The
discussion will be expanded to include information about the holidays of
Hanukkah; Christmas; Ramaden; and Kwanzaa.

The teacher will read a children's book to the class, such as It's Kwanzaa
Time! by Linda and Clay Goss or Celebrating Kwanzaa by Diane Hoyt-Goldsmith.

CONTENT/PROCEDURE:
Students will then have about 15 minutes to conduct their research on-line.
They will be encouraged to get background information from research materials
available on-line such as encyclopedias.

Students will also be instructed to continue their search by typing in
"Kwanzaa" or other descriptive words about the celebration and conducting a
search for articles of interest.

Students will record answers to the information requested in the objectives.

CLOSURE/EVALUATION:
After research is completed, students will assemble as a complete class to
discuss their findings.  Students will share information and compare for
accuracy.

Based on the information gathered, students will draw their vision of a
"Kinara."  As a class, and with the materials gathered by the teacher,
students will construct one Kinara for classroom use.

APPENDIX (USEFUL INFORMATION FOR TEACHERS):

The celebration of "Kwanzaa" was introduced by Dr. Maulana "Ron" Karenga in
1966.  A major contributor to black nationalist ideology in the sixties, Dr.
Karenga developed the theme of Kwanzaa to celebrate African American heritage
and traditions.

Kwanzaa celebrates African family, community and culture.  The holiday lasts
for seven days, from December 26 to January 1.

Literally, "Kwanza" means "first" in Swahili.  Dr. Karenga added an "a" in
creating a name for the holiday.  The seven themes of Kwanzaa are:

                1.      Umoja = unity
                2.      Kujichagulia = self determination
                3.      Ujima = collective work and responsibility
                4.      Ujamaa = cooperative economics
                5.      Nia = purpose
                6.      Kuumba = creativity
                7.      Imani = faith

The "Kinara" holds seven candles symbolizing these seven themes.  From left to
right, the makeup of the Kinara is: three green candles; one black candle;
three red candles.

On the first day, the black candle is lit.
On the second day, the first red candle is lit in addition to the black
candle.
On the third day, the first green candle is lit in addition to the red and the
black candles.
On subsequent days, alternating red and green candles are lit along with the
candles lit from the previous days, until all seven candles are lit on the
seventh day.

(Sources: "Kwanzaa," Compton's Encyclopedia Online, The Learning Co., Inc.,
1997. "NetNoir" as of 12/20/98.)

2 lessons on FDR developed by Brian Klett

Title:  Finding FDR

Date:  December 16, 1998

Materials:  Internet access, FDR electronic textbook

Audience:  Middle school students grades 5-8, American History, BPK.

Objective:  In teaching this lesson it will become the task of the
students to uncover and find information about President Roosevelt.
The students will be given the freedom to surf the internet to find
information. Also by referring the learners to my pre-existing electronic
workbook the students will also find more focused information which
will help further their knowledge of this President.  By the end of the
lesson the students should have a clear understanding of the
importance of this president.  Things he did, decisions he made, and
political stances he took during his time in office.  The learners will be
forced to form their own definition and ideas about this President, and
these ideas will be discussed at a later date.
    After allowing the students to generate their own concepts about
FDR their will be another class session where all the collected data
can be processed and discussed with the students.  Hopefully by
discussing the information questions can be answered and better
connections can be achieved. This lesson plan is a pre-liminary type of
activity.  It serves to just get the students actively involved in the
search for knowledge.  By taking what the students find and helping
them process it at a later time the lesson will prove to be very helpful
in the learning process.

Questions:  1.  Why was FDR important?  2.  Name two of FDR's
accomplishments in politics/ what did he do for the country?  3.  How
did FDR handle the attack of Pearl Harbor?

Closure:  As the class comes close to ending their should be a period
to answer questions about the information.  It will be made clear that
the processing will occur at a later class period, but some explanation
can be given for the students.  During the investigation process the
students should try to focus on the three questions above.  This will
give the learner some direction and focus in their searchers.

___________________________________________________________________________
 

Title:  FDR Project

Date:  December 20, 1998

Materials:  Students will need to have already collected information
about FDR,  Access to a word processor.

Audience:  Middle school students grades 5-8, American History, BPK.

Objective:  This class is the final step in the FDR unit lesson.  At this
point all students have collected data on FDR, it now is the time to do
something will it all.  By taking all the information the students have
collected it will be their job to produce an outline of FDR.  This will be
done both at home and in the class.  By this class period the outline
should be close to complete, and ready to be presented in group
activities.   The outline will include the important facts that each
student has found in the earlier search for information about FDR.  The
information will be organized and placed in an outline form.  This will
allow the students to more clearly understand and focus on the
information they have collected.  After this is completed by each
student the class will come together as a group and share their
findings on the President.  The teacher will facilitate this activity and
will guide the students towards the important things to focus on.  In
doing this activity the class will actually be developing a class outline
of FDR.  This outline will include information from every student in the
class.  The outline will be the a class generated project that will pull all
the pieces together for the students.  When this outline is completed
the students will all receive a copy of it and then be required to write a
paper on FDR.
    The students will take the outline and their information to their
computer lab and begin to write a 2 to 3 page paper on FDR.  Using a
word processing program each student will be introduced to the using
of the computer.  The project will be completed in school and on the
provided computers.  By allowing the students to group their
information and devise an outline for FDR they will again be able to
further make better connections about this President.  Both the outline
and the paper will be done on word processing programs, so this
lesson is actively involved with computer usage.

Questions:  1.  Why was FDR important?  2.  Name two of FDR's
accomplishments in politics/ what did he do for the country?  3.  How
did FDR handle the attack of Pearl Harbor?  (You may notice that these
are the same questions as the previous lesson plan, this was done on
purpose)  The students were provided with the same questions in an
earlier lesson so that they could focus their search and investigation.
Now as they compose the outline and prepare to write the paper the
learner will again have some idea what kinds of things are important
about the President.

Closure:  The process of writing the paper and developing an outline
may take more than one or two class periods.  This is to be expected.
By allowing the students to explore with the computer, and generate
their own outline for their papers the students are becoming more
familiar with the computer.  As the papers are being written the
instructor should wrap up the lesson by talking about FDR, and going
into further detail about the President himself.   Maybe it could be
possible for the teacher to revisit some of the sites that were visited
by the class, as well as incorporate a book to help the students
completely understand FDR, and what he stood for.
 

Lesson Title: Introduction to Unit “Did Slavery Cause the Civil War?” developed by Michael J. Pratt

Curriculum:  10th grade American History

Entry Level Characteristics: Students will have covered Jacksonian Democracy and Western Expansion.
      Previous unit will have also introduced the concept of Sectionalism.
      Students will be experienced in using computer technology for research and
      producing presentations.

Role of the teacher:    - Introduce research assignment for the unit.
   - Facilitate discussion, generation of questions.

Objectives:

 Students will:
- know their responsibilities with respect to assignments for this unit.
- Activate previous knowledge on differences between North and South prior to Civil War
- Develop questions that will guide their inquiry of the question, “Did Slavery cause the Civil War?”

Materials:   -      Outline of Unit
- List of possible resources
- Rubric for assessment
- Period Map
- Multi-media Computer equipment including: Personal computer with at least 486DX microprocessor, CD-ROM, Speaker system, video cards, desktop publishing software, PowerPoint, Word processor, access to the World Wide Web, and a monitor projection device.

Classroom Arrangement: Students will be seated at tables, facing the front of the class.

Procedures:

- Introduce the topic of the unit and explain the Research assignment. (10 minutes)
(A research project where students work in groups to create a multi-media presentation that answers the question, “Did slavery cause the Civil War?”  Each group will present their project to the class)
-      Explain the rubric and hand out copies (5 minutes)
- Discuss the upcoming lessons and the resources available for the project. (5minutes)

- Conduct brief lecture highlighting the fact that the nation has gone from a period of great unity to a period of marked sectionalism.  (5 minutes)

- Activate students’ previous knowledge by asking them what some of the major differences were between the different sections of the country. (7 minutes)

-  Lead discussion where students generate their own questions as to what they want to know about the causes of the Civil War.  Throw out this question “Would the Civil War have taken place if slavery did not exist?”  (10 minutes)

Closure:   -       Check for understanding of the assignment.  Respond to questions.  (remainder of
         class).

Assessment:
- Students will actively participate in discussion on sectional differences.
- Students will actively participate in generating questions to guide their inquiry.

Reflection: Teachers questions:
  -Did I try to cram too much in to this assignment?
  -What part did the students respond best too?
  -Did I have to rush, and leave one segment before I felt that it had been properly covered?
    Or before the class understood it?
- could I have left some section out?

Students’ questions:
-were the students engaged?
-were their questions the type that could drive their research?
-did they understand the assignment?

Lesson Title: Computer Lab developed by Michael J. Pratt

Curriculum:  10th grade American History

Entry Level Characteristics: Students will already have had experience browsing the Internet.
          The computer lab will have been reserved for this class.

Role of Teacher: Provide assistance to students on an as needed basis.
                             Monitor the lab and keep students on task.

Objectives: Students will search multiple sources for information and evidence to help them answer the
       question, “Did slavery cause the Civil War?”

Materials: Computer lab, computers, and Internet access.
      Electronic Textbook, created by teacher, and downloaded on each personal computer.

Classroom Arrangement: Each student seated at a computer.

Methods:
 -Teacher has students meet in computer lab (5 minutes)
 -Teacher introduces and explains the web sites provided in the electronic textbook. (5-minutes)
-Students browse the electronic textbook, as well as search for other relevant sites.  Students can
 either down load information on to disc, or print hardcopies of useful information. (35 minutes)

Closure: Teacher asks students if they have come up with any interesting information.  Discussion may
 follow.  (5 minutes)

Assessment: Students will actively be engaged in searching the Internet.
 
 

Here is a copy of the Electronic Textbook created for this assignment:

Academic Affairs Library, University of North Carolina at Chapel Hill.  July25,1998.
 North American Slave Narratives: Beginnings to 1920.
 http://metalab.unc.edu/docsouth/neh/neh.html

This is as the name implies.  This is a collection of Slave narratives.  They have a profound affective impact.  These are first hand accounts of what life was like as a slave.  What it was like
to be sold, separated from your mother, whipped etc.
 
 
 

American Memories, Library of Congress.  October 19,1998
Cities and Towns.  Geography and Map Division, Library of Congress
http://memory.loc.gov/ammem/gmdhtml/cityhome.html
This is a nice collection of primary sources.  This collection includes several birds eye view Drawings of different cities.  It is interesting to see the difference between the cities of the South And the cities of the North.  In most cases, it highlights the difference between the two.  In most of the Southern City layouts the cities are not that large, and appear to be settled nicely in to the surrounding farm country.  The northern cities are much more congested and are primarily set on a busy harbor.
Taking the Long View: Panaranic Photagraphs 1851-1991.    http://mimory.loc.gov/mmem/pnhtml/pnhome.html
Unfortunately most of these pictures were taken after the period that we are studying, however, there are several photographs of African Americans picking cotton just prior to the turn of the century.  The conditions of life for many of the sharecroppers were not too much unlike slavery, so I think that these photos still have some significance.  The equipment being used is the same as before the Civil War.  Lots of photos of cotton fields, cotton plantations, and cotton pickers.
Transportation and Communication.  October 19,1998 Geography and Map Division, Library of Congress.
http://memory.loc.gov/ammem/gndhtml/trnshome.html
This page contains a couple of interesting primary documents.  The first is a map of U.S. railroads, printed in 1858.  With this map, one can easily see the difference between the extensive network of railroads in the North and the scant use of railroads in the South.  The other document is a map of telegraph stations throughout the United States.  As with the railroad, the use of telegraph technology was heavily concentrated in the North.
Cozzens, Lisa. June 23,1997  A Hard Shove For a Nation on the Brink: the Impact of Dred Scott.
 http://odur.let.rug.nl/~usa/e/dred_scottxx.html
This site offers a thorough analysis of the Supreme Court’s decision the Dred Scott case, from the beginning, through its impact on the country and its contribution in starting the Civil War.  contains excerpts from Justice Taney’s majority opinion as well as excerpts form the dissenting justices’ opinions.
Denkin Stephen R.  April 22,1997.  Politics and Sectionalism in the 1850s.
http://odru.let.rug.nl/~usa/e/1850s/polixx.html
A collection of essays concerning the issue of sectionalism in the 1850s.  The essays contain Hypertext links within the text for additional information on significant people, places, and events.
There is an introduction, and essays on :
The Compromise of 1850
The Kansas Nebraska Act.
Bleeding of Kansas  and
The Case of Scott v Sandfort   (the Dred Scott case) The essay on the Bleeding of Kansas is especially interesting, and contains a hypertext link That contains excerpts from the Fugitive Slave Act of 1850, and a Hypertext link that contains Excerpts on John Brown from the memoirs of Reverend H. D. Fisher.
 

Welling, George.  Dec 3,1997.  A Hypertext on American History From Colonial Period to Modern  Times. http://odur.let.rug.nl/~usa/
This site contains essays, documents, and biographies.  Of particular interest is an Outline of American Geography.  This collection combines maps and text to explain some of the various aspects of geography, and how that has helped create the conditions for sectionalism.  Some of the topics are Physical Environment; Manufacturing Core; and the Deep South.  This site also includes a host of primary documents including a narrative from Frederik Law Olmstead.  This document puts a positive spin on slavery.
 
 

Lesson Plan using Computer Technology    developed By Pat Jeanette

Title:  Sim City 2000

Curriculum:  Civics/Law&Government/Social Studies

Entry Level Characteristics:  Students will have:
1.done research or have basic knowledge of how our government workd both
nationally and locally
2. Understand the inner workings of their own city.  ie. what
departments make up their city.
3. Also have background information on what a city needs economically to
survive.  ie. taxes, comercial economy etc.

Objectives:  Students should:
1. Be able to work a computer and this material on thier own
2. Create their own city to the best of their ability.  Using their
knowledge to make sure all the necessary parts of a city are in theirs.
3. Keep their town alive and prosperous for a period of three days. (
the length of the assignment

Materials:
Sim City 2000 program.  Developed by Maxis
Computer with CD Rom capabilities.

Procedure:
1. Students will each have a partner and will be told to create their
own city, the way they want to.
2. Certain things will have to be put in the city.  Fire, Police, Emt
dept.  Education System, Some way to get power or electricity.  Taxes
are collected on the students terms.
3. Students will be in a contest through out the three days.  The two
students without having to start up their city and that have the best
city according to the teachers judgement will win.
4.Winning team will win a certificate of merit and a certificate to a
electronics store to purchase this game.

Assessment:
1.Students will have to follow certain guideline throughout the
contest.  They will have a rubric to follow to get the maximum effects
from their city.
2. Teacher will chart the progress of the students on a dady to day
basis.
3.Based on effort of the students the teacher will give a quiz grade.
for example if the student s city fails but they truly tries and just
made bad economic decisions they will not get a failing grade.
4.Students who follow along with what they have learned earlier in the
class will see their city flourish assuring themselves a better grade.
5.All of this will be explined ahead of time.

Closure:
1.Students will show their mastery of the concepts of a city and how it
works according to the city they build themselves.
 

       Lesson Plan using Computer Technology/Programs developed by  Kelly Belanger, Dec. 12 1998, Edu 360

Title: “Where in the U.S.A is Carmen Sandiego”

Curriculum:  Social Studies/ Geography

Entry Level Characteristics: Students will have:

1. done research on different states of the United States

2. been learning about where the location of all of the states are and their capitals

3. had background on operating a computer
 

Objectives:  Students should be able to:

1. operate the computer by themselves (turning it on, loading program, etc…)

2. get closer to the criminal they are trying to catch by recognizing the states and capitals in the clues and finding the location on the map

3. locate correctly, at least 75% of the states and capitals on a map test, at the end of the unit
 

Materials:

“Where in the U.S.A. is Carmen Sandiego” computer program
Computers

Procedure/Method:

1.  Play a round-robin tournament, using the Carmen Sandiego program.

2. The students will be matched in pairs and will take turns “solving a case” by correctly locating states and capitals on a map, with hints from the clues in the program.

3. At the end of the lesson, which will go for three days, the student will fill in next to their name the “status” they achieved each day.

4. At the end of the tournament, the student or students with the highest status will win the tournament and become the chief of our department (the classroom).  The student will also receive a certificate of achievement.
 

Closure:

1. Students will demonstrate their knowledge, by receiving at least a 75% or better (out of 100%) on a United States and capitals exam.
2. The teacher will assess each student on his/her operation of the computer.
3. Through the class chart all the students should have progressed at least one level in status on the program.

Lesson plan using Sim City as a resource developed by Michael Fritch

IDEA:  By using the game Sim City introduce certain concepts to students
dealing with business, economics, civic planning, and environmental
management.

GRADE LEVEL:  7th-12th graders

SUBJECT AREAS:  History (Social Studies), Civics, Business, and Biology

OBJECTIVE:
Students will be able to:

1. Build a city using careful planning and foresight in optimum social,
economic, and environmental health being the desired goal.

PROCEDURE:

1. Students will use the game Sim City to develop their own city.  At
all times students should follow the rules that govern the game.
2. Tell students they are free to invest as much time on this project as
they would like.  Reminding them that a majority of the work is going to
be done outside of class time throughout the marking period.
3. They continue building until they have developed a city in which they
themselves would wish to live.

ASSESSMENT:

 Students would be asked to write a two to five page report including
all of the details about their cities.  In the report they should assess
some of the problems they had in creating and maintaining their city,
some of the pros and cons that are evident in their final results, and
why they chose to set up their city how they did.  The reports would
then be presented to the rest of the class over a 2-3 day period.
 

LESSON PLAN #2

TITLE:  A Social Studies Research Project

GRADE:  Any grade level from 7th-12th

SUBJECT AREA:  Social Studies/History

OBJECTIVES:

Students will be able to:

1. Feel comfortable in understanding the inter-relatedness of the
different facets of history.
2. Use computer resources as a research base.
3. Use such resources as the Internet, CD ROM research databases, and
ERIC files to conduct their research.

PROCEDURE:

1. Students would first be asked to pair up with a partner because they
are going to be asked to work in teams throughout the project.
2. Teacher will work with each team in an effort to come up with two
sub-topics relevant to the larger topic or unit being discussed.
3. Once the students have determined their sub-topics they will be
required over a span o 3-5 class periods to research these areas.
4. Upon completion of their research the students will be asked to
present what they have found to the teacher and rest of the class.

ASSESSMENT:

Students will be assessed on their oral presentations to the class as
well as a short paper explaining to the teacher their process of
completing this project.  The majority of the grade will come from the
quality of the research and presentation done by the students.
 

Title: Creating a Timeline of your life, a lesson developed by Hector Cardona.

Grade(s): 6-8th

Subject: Social Studies

Materials:  Hewlett Packard computer, Internet access, 3.5” high-density
diskette, scanner and a printer.

Objective(s)
 Students will:

1. Create two timelines.  One will display personal events that occurred
during the students life, and the other will show world events that
occurred during their life.
2. Display that the creation of history is an ongoing process with their
timelines.

Procedure:

1. Let students know that they will be creating two timelines that will
span their lifetime.
2. Explain to them that they will create their timelines with the aid of
images they pull off of the Internet and pictures they will bring in,
scan, and save on their disk.
3. The first time line will be of events that occurred during the
student’s own life and the second will display world events that
occurred during the student’s lifetime.
4. Each timeline will consist of an image for that year along with a
small summary for that year.
5. Students will display their timelines to the rest of the class.

Assessment:

 Students would be assessed on the presentation of their timeline.
Evaluations would be conducted on the students ability to explain the
chronological order of world events in contrast to events in their own
lives.

Title: Dust Bowling the Internet developed by Joan Banning
Subject: Social Studies and Technology
Grade Level: 8th
Time Needed: two 50 minute class periods.

Entry Level: Students will be learning about the people of the Dust Bowl through discussion, research, literature and video. By this time students should have basic knowledge of what the Dust Bowl was, where it occurred and what caused it.

Purpose: This lesson is to let students explore various sites on the internet that provide actual accounts and perspectives from those who lived during the time. These sites include photos and oral histories that will further enhance students understanding of what it was like living through such an experience. This is to generate interest and give the students a chance to research the subject in an interesting way.

Materials: Reserved time in the computer lab and access to the internet. Printer and notebooks and pencils.
 Websites: htpp://www.pbs.org/wgbh/pages/amex/dustbowl/eyewitness.html
"Surviving the Dust Bowl: An Eyewitness Account"
-has eyewitness accounts of the bust bowl with audio interviews and photos.

http://www.pbs.org/wgbh/pages/amex/dustbowl/remedies.html
"Surviving the Dust Bowl: New Deal Remedies"
-tells about the policies that were enacted as relief efforts.

http://drylands.nasm.edu:1995/dust.html
"The Dust Bowl"
-a short overview of the cause of the Dust Bowl.

http://www.discovery.com/area/history/dustbowl l.l.html
"The Day of the Black Blizzard"
-this is presented in journal form and describes the daily events on the day of the "Black Blizzard" by survivors. Also offers audio accounts from eyewitnesses.

http://ntas.mahwah.kl2.nj.us/hs/expltech/DISASTER/DUST/
"The Dust Bowl"
-a judgmental view of what caused the Dust Bowl, the effect it had on other areas and how it changed U.S. farming.

http://www. best.com/~sfmuseum/hist8/ok.html
"Dust Bowl Refugees Overwhelm California Relief Agencies-1937"
-tells how the Dust Bowl refugees flocked to other areas like California and the problems this mass movement and relocation caused.

http://lcweb2.loc.gov/ammem/afctshtml/tshome.html
"Voices of the Dust Bowl Home Page"
-documents the everyday life of residents of migrant work camps in central California. Includes audio recordings, photographs, and more.

http:..www.ukans.edu/heritage/kshs/perspect/ks1930s.html
"Kansas State Historical Society, Kansas in the 1930s"
-provides background information of Kansas and explains the crop production, Dust Bowl, and the Great Depression years in Kansas.

http://drylands.nasm.edu:1995/panel3.html
"Drylands: A Global Concern"
-this site leads to articles on the global concerns of Dry Lands and the price that production has on the environment.

You may choose to add other sites and/or delete some that are listed. You may want to print up some of the articles that offer actual accounts or new information to keep in the classroom for further references.

Objectives: students will:
 -explore some of the sites provided.
 -make notes of what they found interesting or new for a later discussion.
 -gain knowledge and understanding from the perspectives of Dust Bowl survivors.
 -have the opportunity to read firsthand account of what it was like living through the Dust Bowl.
 -be able to view an actual dust storm.
 
 
 

Procedures:
 1. Provide students with selected websites.
 2. Have students work individually at computers-this will accommodate different reading time.
 3. Have students explore the various sites for the entire class period.
 4. Students should jot down thoughts or information they found interesting and want to share later.
 5. Students should be allowed to print-but limit this so that they are not just printing everything.
 6. Explain to the students that this is another way to gather information that allows them to pursue areas that they are interested in. Some students may be more interested in personal accounts while others might be interested in the causes or relief programs.
 7. The teacher should circulate and help any students that are having difficulties or have questions.

Assessment: There is no formal assessment involved. The teacher can informally assess whether students are doing what they are supposed to and whether they participate in the discussion at closure.

Closure: At the next class have students share what they learned or any interesting facts they discovered with the rest of the class. It would be great if the classroom has a big screen TV that can project the computer on its' screen so that the different sites students talk about can be viewed together. This lesson can be used to lead into other lessons, i.e., The Grapes of Wrath, Out of the Dust, farming methods, or New Deal policies.
 

TITLE: Career Decisions developed by Bunty Ray
GRADE LEVEL: 8-12
OBJECTIVE: The student will make a career decision after
researching several major U.S. cities.
MATERIALS: Data base software, access to current statistical
data on major U.S. cities
PREPERATION; Students must be familiar with basic data base
operations and terminology, particularly template, record, field,
and key. Junior high teachers may want to design a template that
includes fields such as: city, population, Per Capita income,
Average Temperature, number of colleges, popular sports, state,
unemployment rate, average rainfall, number of hospitals, number
of churches.
older students may benefit from designing thier own template to
include factors they consider important in making a career
decision.
ACTIVITY: Tell students to imagine that they have completed thier
education and are ready to enter thier chosen career field. They
have recieved three job offers in three different cities.Before
making thier decision about which offer to accept, they are to
conduct research about three cities. Either have the class choose
three cities for research or have individual students select three
cities that appeal to them. Encourage students to select major
cities so that current data will be readily avvailable. After students
have conducted research on three cities, assist them in entering
the data into the spreadsheet. Students can print thier listings,
ask them to choose one of the job offers based on thier findings.
Have them list factors that most influenced them.
ASSESSMENT: Were students able to locate all of the information
called for in the data base? Did students suggest additional
charecteristicsthat could be included? Were students able to
reach decisions with which they felt comfortable?
FOLLOW UP: Have students write an essay explaining thier
decision and factors on which it is based. Lead the class in a
disscussion of the different factors people consider in relocating
and how these factors are prioritized differently by different
people.

Lesson Plan using Sim City     by Paul Haeger

1) IDEA:  Use the game Sim City to introduce and educate students in certain concepts pertaining to business, economics, civic planning, and environmental management and balancing many factors relating to these areas. Understanding and minimizing risks within their cities would also exercised.

2) GRADE LEVEL: 7th –12th grades.

3) SUBJECT AREA: History (Social Studies), Senior Seminar or Civics class, Business, Biology.

4) OBJECTIVE/PROCEDURE: Build a city using careful planning and foresight with optimum social, economic, and environmental health being the desired goal.

5) PURPOSE: The purpose is to challenge students to be thoughtful in creating a balanced, healthy, and economically viable city that is low on problems and high on promise. Patience, investment, and forethought will be needed to achieve good results.

6) TOOLS: The tools needed for this exercise are the Sim City game program, a monitor, hard drive, and keyboard.

7) TIME ALLOTMENT: Students are free to invest as much time on this project as they like, as it would be done outside of class time over the course of a marking period. They would be asked to stop when they have built a community in which they themselves would like to live.

8) ASSESSMENT: Students would be asked to write a two to five page report including all of the details about their cities. This report should assess some of the problems they had in creating their city, some of the pros and cons evident in their final result, and why they chose to set up their cities in the manner they did. These reports would be presented to the rest of the class over a three to four day period and it would be hoped that a thoughtful discussion would take place at this time.
 

Social Studies Research Project developed by Paul Haeger

This project is designed to get students to use computer resources as a research tool in compiling and presenting a project relating to a broad historical topic, ethos, or event.

1) This project can be used in any grade level from 7th to 12th graders with topic complexity being the variable.

2) This project would fall under a Social Studies/History type curriculum.

3) The purpose of this project is to get students used to and comfortable with the notion of the inter-relatedness of facets of history in order to develop an understanding of the big picture of history.

4) Because I want to emphasize the use of computer resources as a research base for this assignment, I would have the students use the Internet, CD ROM research databases, and ERIC files to conduct their research.

5) This could/should be an assignment of considerable scope and teachers may want to allow one or two class periods a week to work on these projects. Also students would be encouraged to use library resources on their own time. To devote 15 to 20 hours on this project (from research to compilation and presentation) would not be unreasonable.

6) The procedure would be as follows: Students would work in teams of two. Teachers would work with each team to come up with two sub-topics relevant to the larger topic or unit being studied. For example, if the unit being discussed was the U.S. during the Ante-bellum period, one student team may focus on Frederick Douglas and the Nat Turner revolt and do their best to link their two sub-topics to one another and to the larger unit topic of the Ante-bellum period. Another student team may choose to research northern abolitionists and the Lincoln-Douglas debates. Choosing sub-topics that are easily related to one another poses a challenge and here the teacher’s guidance would be important.

7) In assessing the quality of the final presentation, one must keep in mind that some topics may be more difficult and abstract than others. Quality of research and presentation would be the lions share of the grading criteria.
 

Self Concept

 To have an opportunity to select something in his/her life that has special
meaning and create a symbol for it.

 To learn a song to remind them that they're unique and special.

 Materials: Blank paper, song on paper and on cassette tape ("I like Me" by Joe Wayman), book (I Like Me! by Nancy Carlson), tape recorder, erasers with each student's name on them, computer with Super Paint and/or Logo

 Exploration: Students will take home a copy of the song ìI like Meî and read it
the next class.

 Explanation: Read the book I Like Me!, and discuss with the students what makes
them special and unique.

 Do a "Personal Symbols" activity in which the students will draw a
symbol that portrays an interest or explains who he/she is using either
Super Paint or Logo.

 Expansion: As each student shares his/her symbol with the class, give them each
their own personal eraser with his/her name on it.
Teach the song "I Like Me" to the class.

 Evaluation: Do not grade, but note the feelings and moods of the students
as they do the activities to see how they are feeling about themselves.
 
 

³Just Like Me² -- Social Studies / Communication with Children in Other Countries developed by Kristin LaFemina
May 13, 1997
Grades 2 - 3
Similarities & Differences

 The students should be familiar with computer keyboards and have worked on computers for several hours in previous grades. They will have knowledge of many software programs. They will have no knowledge of the Internet or limited usage of Internet tools.

ROLE OF THE TEACHER

 The teacher will introduce the students to the Internet over several days. The teacher will introduce the lesson and serve as a facilitator and helper to the students while they complete their project.

OBJECTIVES

 * The students will have hands-on use of computers and see how a modem can be used as a classroom tool.

 * The students will understand that children are more similar than different even though long distances separate them.

 CLASSROOM ARRANGEMENT

The students will work in groups if there is a limited amount of computer terminals. The project could begin as a whole class and then break into centers. The students will be at different stages of development so each group can have a sufficient amount of computer time.

 RESOURCES AND MATERIALS

 The students will need access to E-mail, schools in different countries, computers, printers, and a modem. The students will also use word processing software for compiling information.

 INITIATION

 Students and teacher will discuss children in other countries. The teacher will ask the students if they could meet a child from another country, which country they would choose and why. This will spark interest in developing a starting point. The students will then be told that they will be able to speak to a child in their country of choice through the use of a modem. The students will have to work hard to accomplish this goal and the teacher should explain how exciting this project can be and that they may make a lasting friendship out of this project....a new pen pal or Internet pal.

 PROCEDURE

 * This project will be done over a period of three weeks. The students will need to have a somewhat detailed explanation of modems, thInternetet and their functions and uses.

* The students must practice keyboarding skills in a word processing situation in order to key in information off-line.
(This portion could be used as a writing exercise on the computer or on paper if computer time is limited.)

 * The students will have approximately one week to choose a country, compose questions, and send and receive information from their pen pal student. The students and teacher will develop questions they would like the foreign students to answer. There will be questions that will be used for all students and then the students may add anadditionalal questions they are interested in knowing. This can be done as a class or in small groups and then organized by the entire class.

* The students will use another week to compile information. Drawing conclusions and analyzing data will take place during this time frame.
 

CLOSURE

 The students can evaluate the information that they have gathered in many ways. They can do comparisons of ìSimilarities and Differencesî, the students could chart/graph information they have gathered.

EVALUATION

 Teacher observation of students use of thInternetet and a test of understanding of functions and uses can be used for evaluation.

FOLLOW-UP

 The students could send a letter to the foreign student and give them the results of their research. Them may continue to communicate with their pen pal indefinitely.
 
 

TOPIC: Pioneer Days/ History designed by Laura Dawley

Aims/ Purposes: To familiarize the students with the hardships encountered by the settlers who crossed the plains. This program should take a week or two

 Procedure: Have each student log on and open the computer to The Oregon Trail educational software program.
Have each student answer question relating to food, water, cattle, transportation, clothing, medical supplies, shelter, weather, etc.
As the students encounter each question ask students to share their thoughts and logic with each other and debate their choices.
Have students discover if they made the right choices.

 Closure: Have a discussion when all the students have finished their journeys. Did they make it across, why or why not. Talk about the changes they could have made to have a successful journey.

Topic: Water Pollution designed by Linda Jung

Entry level characteristics:
Students can discuss and describe the importance of water and the concerns with water pollution: as they have seen on TV news and in their own towns.
Students can identify specific areas of concern: such as, a factory dumping untreated waste into a body of water.

 Procedure:
Teacher will show poster of water cycle and talk briefly about how the cycle works.
Present activity: students will be given a container filled with water and an oil spill has been added. Students must attempt to clean up spill.

 Evaluation:
Students will render a verdict in a court case involving a tanker spill.

 Follow up:
Students will use the internet to investigate the decision made in the Veldez spill.
Students will use internet to gather information on the whole picture of damaged done tothis environment.
Students will then give presentation to other classes.
 
 

5 Social Immigration LC

 Entry Level Characteristics
Students have been studying late 19th century U.S. history. They have been reading multicultural literature that focuses on the passing of history from one generation to another through oral history. The class watched a video on U.S. immigration and Ellis Island.

 Objectives
Students will interview a friend or family member regarding their immigration experience or their ancestors immigration.
They will research U.S. immigration using Encarta CD-ROM software and Macglobe software. Students will write and reflection paper on the oral history they took and include well researched information on immigration and geographical points of origin.

 Procedure
Students will conduct an interview and share it with the class. Students will form groups and discuss what they have learned. Students will find information regarding geographical locations using computer software. Researching immigration on Ecarta will give additional information necessary for their report. Paper will be written and shared.
Teacher will act as a facilitator being available for help when needed.

 Closure
Students will discuss what their own ancestors may have experienced and give thought as to why they immigrated.

 Evaluation
Quality of finished product will be graded.
 
 

USING GEOGRAPHY FOR CURRENT EVENTS

 Entry Level Characteristics

 Students have been studying current events as part of their social studies curriculum. Students also have the mapping skills necessary to complete this assignment.

 Objectives

 1. Students will address current events occurring in the world through class discussion
and research of media sources.
2. Students will use MacGlobe by Broderbund Software,1992 to map geographical locations of current events.

 Procedures

 Students will submit news articles for class discussion. These articles must be about current world events. Students will discuss the impact of these events on their lives. The class will keep continuous documentation of world events using Mac Globe.

Closure

 Students will choose an area of the world using the Mac Globe documentations. Students will write about the influence of geography on world events of that region.
 
 

8th Social Studies Notes developed by Michele Ridolfi

Grades 5-6 Social Studies Lessons developed by Daniel Murdzek

 objective: The students will understand the basic idea of what may be needed to start their own colony.

 1. I will first lecture to the students about the idea of colonization. I will help them understand what is needed to start a colony, what the land may be like, what they need to bring.
2. The children will work together as a group, and vote for what they may want to bring on their voyage.
3. I would use the software "Merchant Colony", to simulate what they have voted on.
4. Each or every other day in social studies, ask the students what additions they may want to make or change.
5. Use this exercise as a stepping stone to forming a "government" amongst themselves.
6. Have the students take notes on what is happening in the game.

 materials: -MERCHANT COLONY software
-notebooks

evaluation: -The students will be evaluated on how well they work in a group, and the information provided in class disussion(participation).

 LOCAL GOVERNMENT

 objective: The children will be able to work together in a simulated city government, and work together to build a thriving city on SimCity software.

 time: 1/2 hr, every other day

1. Students will elect a mayor.
2. Students will elect a city council.
3. They will conduct mock meetings to determine what kinds of advances the city should take in building. They will determine what types of buildings should be built, how much should be spent, how much tax to charge, and where they should be built.
4. All that are not elected to "office" will attend meetings and offer their ideas.
5. They will be given a chance of re-election.
6. They will be able to understand how the software works.

 materials: -journals
-SIMCITY software

 evaluation: The students will be graded on class participation, and their ability to work in a group. They will also be graded on over-all effort.
 
 

The software used for this lesson plan is Mac Globe