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= Home > Learning Activity 4-C-1: Photos and Posters Lesson Plan=

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Myronda Schiding's Lesson Plan
Mariel Boatlift Posters and Photographs

Objective: Students will analyze photographs from the Mariel Boatlift and propaganda posters from Cuba to better understand the Cuban immigration into the United States in 1980.

Essential Question: How did the history of Cuba (including the Cuban Revolution) lead to the Mariel Boatlift? Good essential question to guide students towards the objective you have set.

Background: The United States and Cuba have a complex love-hate history. The transition of Cuba into a Communist nation was a serious issue for Cold War United States. Very good background.

Method: Students will used the NARA method to analyze the details of the photographs and posters. The students will also use a KWL chart as an introduction and conclusion to the lesson. Good set up using these two tools. The KWL helps students focus on what they know. The NARA will help them to learn new material and the return to the KWL will allow students to summarize and realize what they have learned.

Final Product: For a final product, the students will make i-movies on the Mariel Boatlift using photos, illustrations, and adding their own narrations. Awsome idea. This type of project will help to keep your students engaged and interested in the lesson.

Critical Thinking: Through the analysis of the photos and posters the students will analyze the Mariel Boatlift from both the perspectives of the United States and the Cubans. This lend will enable the students to apply previous knowledge of the Cuban Missile Crisis and the Cold War to more modern history. They will then apply the knowledge from the photo and poster analysis to creating an i-movie. Excellent.

Curriculum Integration: This lesson applies to the Latin America unit of the Global Studies curriculum.

Process: 1. The students will introduce this topic by a refresher discussion on the Cuban Revolution, Cold War, and US-Cuban relations. They will then fill out the K and W portions of the KWL chart. 2. In small groups of two to three people, the students will use the NARA templates to analyze the photos and posters and answer the essential question. 3. After analyzing the photos and posters, the students will compile a story line and narrative to create a storyboard for an i-movie on the Mariel Boatlift. is this done in the groups as well? 4. The students will compile additional resources and create their i-movie to present to the class. good, this helps with resources skills and tying things together. 5. As a conclusion, the students will write an opinion piece explaining whether or not the Mariel Boatlift was positive or negative for the Cubans. Good summary assignment.

Resources: [|Photos of the Mariel Boatlift:] [|Miami Herald photos of newspapers from the Boatlift:] [|Photos from the US Coast Guard] [|Castro Marching with Asians Propaganda Poster] [|Castro as Commander of the Communist Party] [|Encouraging Work Propaganda Poster] [|Encouraging attendance to Castro’s speech propaganda poster]

Anthony's Lesson Plan
**LESSON PLAN** Name of Teacher: __Anthony Barbato__

Shapes of Trees 30 minutes SEA Chart Venn Diagram Smartboard [|Diagram of All Tree Shapes] [|Pine Tree] [|White Ash Tree] Neat idea-these are very appropriate for this age group. Students will be able to assess trees and the shape that they possess. It is always good to make the connection to standards and codes. Students will be assess through their completion of their SEA Chart and also through the completion of their Venn Diagram. Good, this is critical thinking for this age group. The teacher will ask the student when they look outside, whether all trees look alike? Good starting point for the students.
 * 1) ** Lesson Topic(s) **
 * 1) ** Length of Time **
 * 1) ** Lesson Material(s) and Special Equipment **
 * 1) ** Objective(s) and Related PA Academic Standards Code(s) **
 * 1) ** Assessments and Checking for Understanding ** //(match these to your objectives and include them in your procedures below)//
 * 1) ** Anticipatory Set and Motivation Activities **
 * 1) ** Procedures and Content Presentation ** //(attach all handouts, presentation notes, etc.)//
 * 2) The teacher will display the diagram of different shaped trees.
 * 3) The teacher will take the students out for a walk to observe trees and talk about the shapes that you are able to see when you look at the trees. Very good. This makes the lesson come alive for students.
 * 4) When the students come into the class they will look at a picture of Tree 1 and fill out the SEA chart. The students then will look at the picture of Tree 2 and also fill out the SEA chart.
 * 5) The teacher will together with the students fill out a class SEA chart to bring up discussion of all their ideas.
 * 6) The teacher will then hand out the Venn Diagram and have the students fill in the diagram. Good integration of the Venn and SEA charts for this age group. You provide them with many examples and then allow students to compare and contrast the differences between the three tree types. Good.


 * 1) ** Summary and Closure **
 * The teacher will come back to the anticipatory set and ask again do all trees look alike? What were some of the shapes that you saw? Excellent way to wrap it up and to summarize. **

Jaime's Lesson Plan


Jamie, your lesson plan with comments is posted below. Chris.

Colleen's Lesson Plan
=4-C-1=

Outcome – We will describe the geography and physical features of theArabian Peninsula**. (CCPS objective 2.1)** Assignment – Picture Perfect! Homework – Draw a new picture of the four environments of the Arabian Peninsula, be sure to label them. Warm-Up – Draw what you would expect to see in a desert. Good lesson plan set up here. Good idea to tie to objectives.

Procedure –
 * Review warm-up with students. Expect to see pictures of cacti and tumbleweeds, sun and sand.
 * Tell students that the desert has many different expressions and all of them can be seen in the Arabian Peninsula.
 * Letstudents know that people have been living in the Arabian Peninsula for nearly3000 years. Ask the essential question: How do you think people adapt to such a harsh environment? Good question, this will guide students through the lesson using the set up you designed above.
 * Students will complete a cooperative jigsaw to identify four Arabian environments and how humans have adapted to those environments.
 * Divide class into eight heterogeneous groups. There are four environments and so each environment will have two expert groups. Give each group a series of photographs Good planning. The most effective groups are ones that are planned ahead of time. Also, the idea of using expert groups is one that will help keep students engaged and allow them to feel as if they are in charge of their own learning.
 * Have each group look at the series ofphotographs they were given and have them identify which environment those pictures represent. Have students fill out the **NARA worksheet**to aid in their analysis. If necessary give the students a word bank from which to choose.
 * Once students have correctly identified their environment,ask them to speculate three ways people have adapted to the environment. There may be clues in the photographs. Ask them to keep in mind food production,trade, transportation, housing and clothing. Creative way to use the images.
 * Have students share their answers with you and then direct them to the section in the text in which to check their answers. Have students make corrections as needed. Good form of guided practice.
 * Students should make sure each one in the group understands the concepts learned before the teacher comes back to quiz them onthe answers. Teacher orally quizzes each child in the group. Quick and easy way to check for understanding.
 * When all group members have successfully understood the material, have students complete the jigsaw by rotating to other groups to share their information using the photographs as visual aids. rotation students should fill out a **Main IdeaTable** to compile the information on the four environments. Students are experts in their topic and will teach the other groups. This is where the learning really takes place. Students are involved.
 * New groups are formed with the rotation. Once students are familiar with the information, complete a Jeopardy game(or a GEOpardy game) incorporating the information for the four environments as the Jeopardy topics.
 * Closure – How did the pictures you drew compare tothe photographs of the Arabian Desert? Tell me three ways people adapt to these environments.
 * **CriticalThinking Skills**– Analysis, synthesis, and evaluation are used in this lesson plan.
 * Students analyze the photographs, evaluate their answers and correct them and synthesis new information with old information Good creative lesson, uses group work and requires work out of class for individual practice. Well Done.
 * Arabian photos

Andrea Poffinberger's Lesson Plan
Andrea Poffinberger ** Lesson Plan – Health Education ** ** Drug Unit-Alcohol ** ** Grade: ** 9th ** Objectives: ** ** Students will be able to… ** ** Materials Needed: ** Access to the poster of Jacqueline Saburido-Drunk Driving Victim Survivor. [] Access to the poster of Reginald Stephey-Charged in Drunk Driving Case-Texas [] Basic Photograph of some key ingredients effective posters. These appear to really get the point across. The use of the victim VS offender is a good way to help students understand the impact drinking and driving can have.
 * 1) Examine and analyze both posters and photographs using the SEA method.
 * 2) Compare and contrast the victim of a drinking and driving accident with an offender.
 * 3) Using Microsoft Publisher, create an information brochure for those beginning to have the privilege to drive a motor vehicle.



SEA Method Worksheet-Examining and Analyzing Posters and Photo. Venn Diagram Worksheet for comparing and contrasting victim verses offender. very good use of the forms. Access to the Computer Lab ** Explanation of Assignment: ** The picture of the wine bottle, spilled glass, car keys and danger tape will be projected onto the front board as the students enter the classroom. They will be asked to partner up and complete the SEA worksheet provided to them by the teacher. Since this photograph leaves a lot to the imagination I think many students will examine it differently. Once the class as a whole is finished with the SEA worksheet we will discuss possible consequences of drinking and driving. From here we will take it a step farther and use the two posters to compare consequences of a drinking and driving victim verses consequences of a drinking and driving offender using the SEA worksheet and also a Venn diagram to compare and contrast differences between the two.

** Final Assessment: ** As a final assessment of the students’ knowledge they will individually use Microsoft Publisher to create a tri-fold brochure informing new drivers of the consequences of driving and driving. They will also include other information which may require more research/or use prior knowledge such as: DUI vs DWI laws, and drinking and driving statistics. ***A multitude of health/wellness topics cover consquences of the students' actions. I often time tell them to ask themselves the question...Is it worth it? This is a good assessment project. The project involves students and draws on prior knowledge as well. Will each group of two do the project or is it one per student? This is an important topic, mainly for this age group starting high school. Often, kids think they are invincible and believe they will not be effected. I think it is important how this lesson ties actions to consequences.

Shelley's Lesson Plan
Photos and Posters Lesson Plan by Shelley

Unit: Then and Now, Social Studies Objectives: Students will compare and contrast a panoramic photo and a poster about transportation. Students will use critical thinking skills to determine the message from these primary sources. Students will explain how these primary sources help us understand the past. Good list of objectives to guide the lesson

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The teacher will have a big SEA chart on the board. The students will view the panoramic photo of the tractor show in 1916. The students will share things that they observe in the photo. Teacher will write in on the chart. Students will try to answer the questions who? What? Where? Why? Teacher will record students’ ideas on the chart. The class will discuss why this was created. Important topics to explore: how many tractors? Why were they there? What does this tell you about transportation at the time? What do you notice about the people? Why is the location important to the photo? Good questions to guide your discussion and the completion of the SEA chart.

The students will share how they will go about working in a small group to analyze a poster about transportation. How will they split up the work? Where in the room do they want to work? (Table, carpet, reading corner, reading group table. )They will be able to take supplies to the work area with their small groups. They will need markers, pencils, and scrap paper. This can help students to learn how to make decisions about managing a task with a group of people. Good idea.

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The students will work in small groups to analyze the transportation poster. The students will each take notes on scrap paper of their thoughts on the poster. Then the students will pick someone to record their ideas on the SEA chart, made on chart paper so it has bigger writing space. The students will discuss the prices on the poster as well as the tone and reason for the poster. What would it tell us about transportation during this time in history. Would one be more “real” than the other? Who would this poster be geared to? Why? Excellent-this guides students on what to focus on in their groups, but still allows them to work with peers and learn in a group setting.

The teacher will have a Venn Diagram chart on the board. One side will be The Tractor photo and the other will be Car Poster. The students will share their thoughts: What are the differences between the two forms of primary sources? (Photos vs posters). Would one be more useful for a certain type of information? Which one did you enjoy most? Why? This can promote critical thinking in students.

The students will then share with the whole class why they think these primary sources are important pieces of history. Why did we do this activity? The charts completed will be displayed as anchor charts as the students work towards independence with the SEA chart. This way they will have a resource to look at as they move toward independence. This is a good way to do this. Students will feel more comfortable and confident by learning in a group and then moving towards a more independent practice. Well Done.

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