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

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Anthony's Lesson Plan
3-D-1 ** My students will be using the SEA method. ** ** My students will be using the KWL Chart ** ** The final project will be when the student personalize their power of change, when they write down what they would like to change and how hey can effect it. ** ** The lesson promotes critical thinking skills because my finalizing project makes the students personalize the importance of their vote. ** ** This lesson would integrate well with a Social Studies lesson during the creation of the 15th Amendment, and also during the Civil War unit. **
 * What method will students use to analyze the document(s), data and political cartoon(s)? (SEA or NARA worksheet)
 * Will your students use a graphic organizer like a KWL chart or Venn diagram?
 * What final product will your students create, if any?
 * How will your activity promote critical thinking skills?
 * How will this lesson integrate with the rest of your curriculum?

Lesson: Importance of Voting

Anticipatory Set: The teacher will display for the students the cartoon about voting and use the SEA method to analyze the picture. This is a good way to get students started. The kids can relate to the cartoon. Gets attention first. CK

[|Political Cartoon]

Procedure:


 * 1) The teacher will ask the students if they are happy with what is going on around them? The teacher will then discuss certain details such as what is going on in your town, the war, and government. The teacher will then ask the students if they are not happy what could then do? ﻿Good, you are getting them to think about things and what could be done to make improvements. CK


 * 1) Student will fill out a KWL chart on the importance of voting. ﻿Will you do this as a class, individually, in groups? I am just thinking about the age group here and how you may want to approach it. CK


 * 1) The teacher will then discuss with the students how voting gives you a voice in what is going on around you, and then will have the students read the [|15th Amendment] showing how it was such an importance that it became amended in the constitution that all will be allowed to vote. Good-you could also explain how not all countries have a government that allows people to vote. CK

Conclusion: Students will write about one thing that they wish would change and how they can have an effect on the change if possible. Good way to evaluate understanding in a simple, age appropriate way. CK

Davies - Trading Influences
Outcome –We will analyze the religious influences on trade and the impact of this on the development of West African empires. Good organization here, great way to start the lesson while integrating homework too. CK Assignment – Trading Influences HW – Complete the advertisement to attract Muslim traders to settle in West Africa. Warm-up – Who came to trade with the West African’s in the salt and gold trade? Notes: i. The Spread of Islam map (Data) i. Mosque in Timbuktu by al Saheli i. 14th century map featuring Mans Musa holding a gold nugget (Document)
 * 1) Review warm-up with students. This question is based on prior knowledge from the lesson we had just finished on the salt and gold trade. The answer is Arab Muslims from North Africa and Arabia who use the gold to trade with Europe and Asia.
 * 2) Essential Question: //What influence did Islam have on the development of West African empires and trade? Are you following LFS here? I am just wondering since I have used this format. CK //
 * Review the essential question with students. Tell the students we will answer this question by reviewing and analyzing some primary source pictures, documents and data.
 * 1) Put students in small groups – Hand out a package of the primary source documents listed below: Groups-good idea. Do you have a specific way to organize your groups? CK


 * Excerpt from North African scholar, Ibn Fadl Allah al-Omari, 14th century scholar.
 * From al-Omari, //Masalik al Absar fi Mamalik al Amsa//r, in the French version of Gaudefroy-Demombynes (Paris: 1927). Translated by Basil Davidson, //The African Past// (1964): //The Empire of Mali // //The title he prefers is that of lord of Mali, the largest of his states; it is the name by which he is most known. He is the most important of the Muslim Negro kings; his land is the largest, his army the most numerous . . . // //Reception at Court // //The sultan of this kingdom presides in his palace on a great balcony call //bembre //where he has a great seat of ebony that is like a throne fit for a large and tall person: on either side it is flanked by elephant tusks turned towards each other. His arms stand near him, being all of gold, saber, lance, quiver, bow and arrows. He wears wide trousers made of about twenty pieces of a kind which he alone may wear. Behind him there stand about a score of Turkish or other pages which are bought for him in Cairo: one of them, at his left, holds a silk umbrella surmounted by a dome and a bird of gold: the bird has the figure of a falcon. His officers are seated in a circle about him, in two rows, one to the right and one to the left; beyond them sit the chief commanders of his cavalry. In front of him there is a person who never leaves him and who is his executioner; also another who serves as intermediary between the sovereign and his subjects, and who is named the herald. In front of them again, there are drummers. Others dance before their sovereign, who enjoys this, and make him laugh. Two banners are spread behind him. Before him they keep saddled and bridled horses in case he should wish to ride.// //The Importance of Horses // //Arab horses are brought for sale to the kings of this country, who spend considerable sums in this way. Their army numbers one hundred thousand men of whom there are about ten thousand horse-mounted cavalry . . . the officers of this king, his soldiers and his guard receive gifts of land and presents. Some among the greatest of them receive as much as fifty thousand  mitqals  //<span style="color: black; font-family: 'Helvetica','sans-serif'; font-size: 13px;"> //of gold a year, besides which the king provides them with horses and clothing. He is much concerned with giving them fine garments and making his cities into capitals.//  Very good sources to be used here. CK ||

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px; font-style: normal; line-height: 115%;">2. As students are analyzing the documents, have them keep the following questions in mind: 3. What method will students use to analyze the document(s), data and political cartoon(s)? Have student review the items using the SEA method. Have students review the essential question and answer it using the documents as evidence. Very Good-The connection from the SEA to the essential question helps students keep their focus through the material and lesson. CK 4. Discuss with the students their answers allowing students to make adjustments to their answers as they hear other student’s answers and evidence. Excellent-that is the whole point of the group work idea. CK 5. What final product will your students create, if any? Have students create an advertisement encouraging Arab traders to settle in West Africa. 6. How will your activity promote critical thinking skills? <span style="font-family: 'Verdana','sans-serif'; font-size: 13px; line-height: 115%;"> Students will analyze documents and synthesize this new information with prior information learned about Islamic empires and settlement patterns and trade in West Africa. Good-the lesson is a building block approach where the learning is continued and connected. 7. How will this lesson integrate with the rest of your curriculum <span style="font-family: 'Verdana','sans-serif'; font-size: 13px; line-height: 115%;">? This is a county outcome for our West Africa unit
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px; font-style: normal; line-height: 115%;">How did Islam spread to West Africa?
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px; font-style: normal; line-height: 115%;">What evidence do we see of the spread of Islam to West Africa?
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px; font-style: normal; line-height: 115%;">How did the spread of Islam into West Africa affect the development of kingdoms?
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px; font-style: normal; line-height: 115%;">How is trade involved in the spread of Islam to West Africa?
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px; font-style: normal; line-height: 115%;">How did West Africans affect the development of Islam?

Myronda Schiding's Lesson Plan
Objective: Understand and analyze the changes in Japanese and Western relations during the mid to late-1800s. A clear final outcome of the lesson. CK

Background: After the Meiji restoration of 1868 modernization and industrialization, Japan’s relationship with the West changed dramatically. People found themselves confronted with Western power and Western culture. Yes, prior knowledge will help students to move on to the next step. CK

Method: My students will use the NARA method to analyze the documents.

Graphic Organizer: My students will use a KWL chart in order to look at the topic of Japanese and Western relations collectively.

Final Product: The students will be responsible for a collective analysis (in a written piece) of the relations between Japan and the West using the NARA templates.

Critical Thinking Skills: The students will need use their analysis skills and evaluate the point of view and possible biases of the resources provided. They will need to assess the resources and create a solid argument using the resources and background knowledge as evidence. This is a great topic to cover from the Japanese perspective because it gets the students to use their knowledge from American History and apply it from the Japanese perspective. Good, students will apply what they know to something new to them. They must think as part of the process. CK

Curriculum integration: This lesson works well in my AP World class for the unit that addresses China and Japan between 1800 and 1914.

Process: The use of the KWL and NARA formats will allow students to work towards their written synopsis. That is one advantage of the NARA, is that allows one to do the analytical work before starting the writing process. CK Resources: Are you going to have students work by themselves, in groups or teams? Are you going to allow students to share their finished synopsis, or to present their work? Just something to consider. CK 1. Illustration [|Japanese Perspective of th Commodore Perry's Black Ships] 2. Document [|Letter from President Fillmore to the emperor of Japan] 3. Document [|Treaty of Kanagawa] 4. Political Cartoon [|Cartoon depicting various world leaders of the time period]
 * 1) Read the background information provided.
 * 2) Using the NARA templates analyze each of the resources below.
 * 3) After completing the analysis, write a brief synopsis of your opinions on Japanese and Western relations during this time period. Consider the perspectives of both sides and the motivating factors for both the West and Japan.

Jaime's Lesson Plan ﻿ Comments are posted in file link below. Thanks. CK



Andrea Poffinberger's Lesson Plan
** Lesson Plan – Fitness For Life ** ** Grade: ** 9th ** Objectives: ** ** Students will be able to… ** ** Materials Needed: ** ** Explanation of Assignment: ** Students will be assigned a partner for the first half of the assignment. The partners will first take a look at the press release from the President’s Challenge announcing 2011 Lifetime Achievement Award Winners. They will examine this document using the NARA worksheet for written documentation (provided by the instructor). The partners will then take a look at another primary source for the Centers for Disease Control Website based on adolescent/youth obesity data. They will be analyzing 3 data tables/graphs and answering the following questions: ** Final Assessment: ** ** Individual Fitness Plan ** Now that students are familiar with various people being recognized for keeping fitness in their life alive in a variety of ways based on reading the press release and seeing how obesity among adolescents is on the rise students will create their own unique fitness plan to keep them healthy throughout high school and beyond. Not everyone enjoys running or sports so it is important to keep your fitness plan fun for “YOU” so you can keep fitness alive throughout your lifetime. This will not only be good for your fitness level but also for your body composition keeping you away from the obesity epidemic. This is something that students can use throughout their lives. Also, I think the use of a partner approach, changed to an individual approach, is very effective. CK
 * 1) Analyze data in graph format and be able to orally express what these different tables mean.
 * 2) Understand how different activities done now, during the teenage years, can affect a person later in life and throughout a lifetime both positively and negatively.
 * 3) Create an individual fitness plan which they will enjoy taking part in. Good, clear objectives. CK
 * 1) Access to the article “PCFSN Announces 2011 Lifetime Achievement Award Winners” []
 * 2) NARA Worksheet-Written Document Analysis Worksheet
 * 3) Obesity Data Charts []
 * 4) Computer Lab Usage (Sign-up)
 * 5) Fitness Plan Template (Each individual student) Well organized plan, get set before hand. CK
 * 1) What are the current trends of childhood obesity based on these 3 charts?
 * 2) Do you see any differences between genders and different races? If so why do you believe those differences are there?
 * 3) Can you think of any programs in the community which could help combat the obesity trend? Good guided questions for students to work towards answering. CK

** Partner Sharing ** After creating your own individual fitness plan get back together with your partner and share your plan. Discuss the following questions: **A Venn Diagram may be used here for comparison.** ﻿Excellent. This is a good way to conclude the lesson. The use of the Venn is a great way to organize the comparisons between the two plans. Students learn in a collaborative manner here. CK.
 * 1) What is different about your fitness plans?
 * 2) What is similar about your fitness plans?
 * 3) Could you add anything new to your plan based on what you liked about your partners plan?
 * 4) How will these plans help you not only with your obesity level but other areas of your health?

Shelley Ruhlman's lesson plan
Documents, Data and Cartoons Lesson Plan

Objective: The students will analyze and examine a campaign banner and 2 cartoons from 1860. The students will complete a class SEA chart. Unit: Then and Now, Social Studies Good-the source below offers many options for this plan.

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The students will have a chance to view a campaign banner “The Union Must Be Preserved”. The students will brainstorm what they notice and the teacher will write it on the class SEA chart. This is a great class activity that allows for collaboration. The students will view the cartoon “Honest Abe Marching Forth to the White House”. The students will share what they noticed about the cartoon and then they can take turn adding to the class chart. Excellent idea. As the students are brainstorming, they may need hints along the way. Make sure that they look for the hidden details in the cartoons. Make sure to leave the cartoon up on the screen for a sufficient time so that the students can really take it in. The last cartoon will be “Deplorable Result ofLincoln’s election”. I will let the students do the majority of the discussion and writing on the class chart for the last cartoon. This will promote critical thinking that is based on their current knowledge. CK

As conclusion to this lesson, I will talk about how these cartoons and pictures can tell us a lot about the time period or tone of an event. As a follow up, I would go back to the website and have the students pick a cartoon to analyze and they can complete a chart in small groups. This would be following the gradual release model. The students will become more comfortable with the SEA chart and will be more independent as we practice it more. The students will each have a chance to share something that they learned from our lesson today. Great way to teach them how to use the SEA chart. Guide them first, giving them a chance to do it in small groups. Later, they may be able to do it on their own with no support. The idea of sharing will help students retain what they have learned.

Although this lesson is for Social Studies, you could easily fit this into a Readinga nd Writing lesson for any age group.

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