Lesson Plans for Using The Oregon Trail II CD developed by Michael Neckermann

Lesson 1
 

Grade Level: This lesson is best suited for grades 3 and 4.

Objectives: Use addition, subtraction, and multiplication to purchase a supply inventory based on the amount of money you are given and the number of people in your party.
 

Materials: Oregon Trail II CD
                   Calculators
                    Log to record decisions

Procedure: Using the Oregon Trail CD the students are create a supply of foods and materials that will help them get safely across the Oregon Trail. The teacher can help them develop strategies that will incorporate mathematical principles and increase their chance of success. Keep a record of their strategies and development.
 

Assessment: Grading can be determined by the teacher, however failing to distribute supplies correctly will result in the loss of members of the traveling party and the students may fail to finish the journey.
 

Closure: Have the students compare their journeys. Ask these questions:
 Did they end the same way? What mathematical processes or formulas helped the successful students plan for and complete their journey? If we use the successful journey’s formulas, will they help us too?
 

Lesson 2
 

Grade Level: This lesson is best suited for grades 3 and 4.

Objectives: To gain experience in problem solving by determining the safest routes
using (pie) percentage charts and graphs that show the success rates of various routes and choices of previous trips.

Materials: Oregon Trail II CD
                   Teacher created charts
                   Calculators
 

Procedure: Using the Oregon Trail CD and teacher created pie charts have the children determine the fastest, the safest, and the longest routes of various legs of the trail.
 

Assessment: Grading can be determined by the teacher and the success rates of the trip.
 

Closure: Have the students compare their journeys. Ask these questions:
 Did they end the same way? What mathematical processes or formulas helped the successful students plan for and complete their journey? How did the pie charts affect the outcome of the journey?
 
 

Lesson 3

Grade Level: This lesson is best suited for grades 3 and 4.
 

Objectives: To gain experience rounding numbers by successfully forecasting the
amount of time a given trip will take without underestimating.
 

Materials: Oregon Trail II CD
                   Calculators
                   Maps of US
 

Procedure: After teaching number rounding, have students apply process to determine amount of time during their trip along the Oregon Trail.
 
 

Assessment: Can be determined by the rounded numbers matching the CD progress.
 

Closure: Ask the students how a mathematical procedure helped the trailblazers with everyday traveling. Do they know other principles that may work this way?
 

Lesson 4
 

Grade Level: This lesson is best suited for grades 3 and 4.
 

Objectives: Make the diagrams to represent mean, median and mode to illustrate distances traveled in order to show average, midpoint and frequency.
 

Materials: Oregon Trail II CD
                   Calculators
                   Daily Log kept from CD
 

Procedure: Have children record their daily travels from the CD in a logbook. After a discussion on mean, median and mode have them use their data to determine their own
mean, median and mode of their journey.
 

Assessment: Teacher can determine this with a quiz.
 
 

Closure: Ask the students what mathematical procedure helped them determine mean, median and mode. Do these values allow them to keep a better record of their journey? Ask them questions that will incorporate their data such as, “Where would they be in three days according to their average daily travel?”
 
 

Lesson Plans Aaradhana Prajapati 1/10/01
History Class- Grade 11
Topic Diversity
 

Objective: Students will be able to familiarize themselves with the use of Micro worlds 2.03.  On this students will be able to demonstrate their creative talents on what Diversity really means to them.

Procedure:  For the beginning of the period students will be working by themselves with the LOGO use on the Micro worlds.  Students will be able to define in their own terms what Diversity really means to them by showing it through their artwork on LOGO.  The will be briefed on some easy tasks of how to start it by themselves.

Materials: They will only need their computers to work on this assignment.

Closure/Evaluation:  Students will be evaluated by their presentation of what diversity means to them.  After they have creatively drawn on the computer, they will print out their results to present in front of the classroom.  They will receive 10 points for their presentation and explanation of what diversity means to them.  They will receive 5 points in class for actually doing the project on LOGO.

Title:  A Blast From The Past - a lesson developed by Steve Babyak

Grade Level: This lesson can be used for all different grade levels.  A grade level could
be determined by how in depth the research is.

Objectives:  At the end of this lesson students will be able to:
1. Construct an outline of historical events.
2. Successfully use a still / digital camera
3. Successfully operate a video camera / camcorder
4. Use a web-design program, and design a web page as a class.
5. Have a class web page showing the history of their town.
6. One of the main underlying goals of this project is to promote good citizenship within the schools, getting students to start caring about their town.

Prior Knowledge:  Students should have some knowledge of how the Internet works,
         and how to navigate throughout the World Wide Web.  With this
         knowledge students will be able to research the given topic.

Materials:
? Two digital / still frame cameras
? Two video cameras / camcorders
? Small “detective” like notebooks for each student in the class
? Pens and pencils for note taking
? A registered web page for students to post their information
? Four volunteer chaperones for the outside fieldwork.

Procedures:

1. The teacher will initiate the lesson with a discussion on the importance of recording history.  Leading questions will be asked; “What would we know about the world or our country if historical events were never documented?”  The teacher will then write the answers to these questions on the board.  After the students finish answering the question, the teacher will then ask what they know about the history of the town, and then what they want to know (starting a KWL chart).
2. The teacher will then explain the assignment.  The assignment will be to walk around town taking snapshots and video of the existing town.  The students are encouraged look for both new and old structures.  On top of the images students will have to interview some of the older citizens, asking how they have seen the town change throughout the years.  With the gathered information, the students will construct a graphic timeline of events, pictures, and historical fact leading to the present day.
3. The class will be divided into four groups; first two groups will have the two digital cameras while the other two have the video cameras.
4. The teacher will then explain how the equipment is used and give a short demonstration.
5. Students will spend some time in their groups researching on the Internet before they go into town.  Students will also be informed that the internet and interviews may not be enough, so a visit to the town’s historical society may be of great value
6. The four groups will then embark on their trip into their town’s history.
7. When the students feel they have collected enough information they will again meet as a class and compare their findings.
8. As a group, the students will put the pictures, video, and written information together in chorological order forming a rough idea of what they want their timeline to look like.
9. Once the product is completed to their satisfaction, the information and timeline will be uploaded onto their class’s web page.
10.  The final project will consist mainly of the town’s history displayed using an electronic timeline.  Hopefully students will have gathered other important information that will be displayed; such information could be the change in: economy, industry, demographics, government, and so forth.
11. Students will have the option to update their site as the year progresses if they feel the new information is pertinent to what will some day be their town’s history.
 

Closure:  “Now that you are all experts on your town’s history, each of you tell me at
least one aspect of the town that has changed over time, or a monument or
aspect that has remained the same?”  “Do you think it is important for one to
know and understand their own town’s history?”

Assessment:  Students will be assessed mostly on their participation, cooperation, and
           contributions to the project.  Students will also be assessed on the final
           project – does the page operate smoothly? Is all the information accurate,
           and in the right order?  Do the students feel that the project was a success,
           and did they have fun learning something new about their town?
 

Lesson Plan for American History
Developed by Lisa Gankofskie
Grade: 10-12

Objectives: To have the student incorporate everything they have learned in the course into a final assignment in which they can use personal opinion. While at the same time they review for the final exam.

Assignment: The student will rank all the past presidents along with the present according to who was the most important and did the most for the country.  They will make a creative presentation to the class explaining their reasoning to why they ranked the presidents as they did.  A paper is to be handed in after the presentation.  It is not to be a traditional research paper but rather one that simply incorporates the students ranking and insightful reasoning into those presidents ranking.  In other words a written version of their presentation.

Resources: Students will already have knowledge on the presidents and what they did seeing this is an assignment for the end of an American history course.  They can use their notes from the year along with their history textbook.  In addition there will be days set-aside for the class to attend the library and computer lab.  There they can make use of the World Wide Web (WWW) to obtain any addition information, facts, pictures, and ideas.  They can use Microsoft Word to write their paper or create a class handout for their presentation.  One or more students may chose to use Power Point to create a creative presentation.

Time: The students will be introduced to the project at the beginning of the course.  In doing this they know to take good notes and do research through out the year.  This is so when it comes time to start the project in class not too much time is lost in preparation and research.  The presentation will start after two weeks of discussion and library time.  The presentation should last around 15 minutes.  If a teacher wants to shorten the project they can have their students pick the top ten U.S. Presidents of all time.

Closure: Ask the students what they got from the assignment.  Did they enjoy using their personal opinion?  Do they feel more prepared for the exam?
 

Lesson Plan for American History
Developed by Lisa Gankofskie
Grade: 9-12

Resources: The students will receive written out lyrics of the song “We Didn’t Start the Fire” headed with the decade (50s, 60s, 70s, or 80s). Passes to the computer lab or library will be available during the time set aside in class to work on the project.

Assignment: The students in class will listen to the song “We Didn’t Start the Fire,” sung by   Billy Joel.  They are to find out who all the people are mentioned in the song as well as all the other things mentioned.  Giving a definition to each.  A definition that includes why that person or thing was mentioned, paying special attention to the decade.  They will hand in these definitions typed.  Once this is completed they will pick one of the decades mentioned in the song (ex. 60s).  By just looking at the names, happenings, and explanations they got through their research, they have to write an in class essay on what they think the major problem(s) were facing either the country or world as a whole at the time.

Purpose: This is an exercise to get students acquainted with the times mentioned before delving into that part of history.  It is also meant to incorporate the World Wide Web (WWW) and Microsoft Word into history research and writing at the high school level.

Lesson Plan
Research Paper Writing

GRADE: 10

TIME: 50 Minutes

OBJECTIVES: To incorporate the use of Microsoft Word into a class on            Research Paper Writing.

STANDARDS:  Students will demonstrate how to Copy, Paste, Edit, and insert photos into their documents while using Microsoft Word.  Students will demonstrate how to use Bold, Italics, and Underlining features also.

GUIDED PRACTICE/MONITORING: Classes will meet at the school’s computer lab.  Teacher will monitor students’ progress throughout the class period.

CLOSURE:  Teacher will ask questions like: why was this exercise important, how will this help you in the future?

ASSESSMENT:  Students will be assessed by being required to incorporate these skills into their term paper.  All papers will be required to be typed...encouraging students to use the Microsoft Word software.
 

Lesson Plans for History developed by Christopher Greene
Early American History for Grade 10.

Assignment:   You will write a paper(4 to 6 pages/double-spaced/typewritten)
and give a 10 minute oral presentation on the history of a Connecticut town.
Include founding fathers, stories of industry, facts about important
citizens.   No two students are allowed to do the same towns.   Maps will be
encouraged to be included.

Purpose:   To learn more of the history of your state, town, region.   Oral
histories are very helpful.   Old photographs are a plus.   Vital statistics
must be included(population, area, location in state, etc.)

Time:     Dates will be assigned at random, beginning in one month.

Resources:   Passes can be obtained to use the computer lab during free
periods.    The Internet is a very good source, as is your local library.
 

Lesson Plan #2

Assignment:   You will write a history of your family to at least three
generations prior(your great-grandparents).   The further back you can go,
the better for you.
Include stories from when your oldest relatives were children, how they got
to this country,what was done for entertainment, where they lived,
employment, were they in the service?, when they married, their children,
etc.   Anything you can learn about you family, include in your paper.

Purpose:   To learn where your family came from, and more about the eras in
which they lived.

Time:   Due in January--    you can get plenty of interviews at the holidays.
  Take advantage.

Resources:   Oral interviews--primarily!, Internet, library.   Many on-line
services help trace the lineage:   Mayflower Society, Mormon Church-- these
are very good services.   There are also many CD-roms that will help format a
"Family Tree" such as "Personal Roots Deluxe" by Expert Software for Windows
95.

History/Social Studies Lesson developed by Teresa Maturino-y-Buschman
Searching for Anne Frank
Grades 5 and above

Objectives:
 At the end of this lesson, students should be able to:

     identify Anne Frank as a young Jewish girl who lived in hiding during WWII
     name Amsterdam, Netherlands (Holland) as the city and country where she was
     hiding
     understand why Anne Frank and her family went into hiding
     identify the approximate dates of Anne Frank's hiding and place this in the
     context of the WWII time frame.
     provide the URLs for five web sites about or with information on Anne Frank
 

Assumptions:
The lesson is designed with the assumptions that students have a basic understanding
of how to retrieve information online and have experience doing this for class
assignments.  Also, it is assumed students have a general background knowledge of
WWII.

Materials:
computers with Internet access and Netscape browser
teacher designed research/information sheet
pencils/pens

Procedure:
Initiate the lesson by reading a quote from Anne Frank: The Diary of a Young Girl or a
quote written about Anne Frank.  Based on the students’ knowledge of Anne Frank
and WWII, ask a question to stimulate thinking and discussion about Anne Frank.
Other options are to have students come up with their own questions or have them
design KWL charts (what I Know, what I Want to know, and what I Learned).  Regroup
students by telling them that they are about to engage in a search to learn more about
Anne Frank.

At this point, organize students into groups of 2 to 3.  Depending on the students’
computer experiences and academic abilities, create random groups or organize
groups to ensure that there is at least one person per group with sufficient computer
knowledge.

Before beginning the search online, ask the groups to think of key phases that they
may want to use to begin their search.  Ask students to think of resources or places
they may go to find information, such as an encyclopedia, a museum, or a newspaper,
and remind students that they can search for specific museum or other resource web
sites.  As the students call out responses for possible search phrases or web sites,
provide suggestions to help them narrow their search.  Also, write the student
suggested phrases on the board or overhead as resources for the entire class.

Once students have compiled a list of search phrases, pass out the
research/information sheets and briefly review the questions with the students (see
attached example).  Remind students they must write the URL for each site from which
they obtained their information (it may be needed for future assignments or
verification and makes students attentive to their sources).   The next step is to begin
the search online, but before students begin, have them designate who will manage the
keyboard and who will be the recorders.

Monitor student work closely in order to provide feedback or suggestions as students
engage in an Internet search for answers.  Students may need to be reminded that they
have to complete their information/research data sheet as they conduct their online
search, so time should be managed accordingly.

Assessment
There are several assessment opportunities.  The accurate completion of the
information sheet may serve as one.  Another option is the teacher’s observations of the
students’ performance and conduct during the online search.  The teacher may
develop a checklist to use while observing the students at work to record if they
demonstrate an understanding of the subject, ability to work collaboratively, ability to
think of alternative solutions when challenged by the online search or glitches, etc.
Two other options are to have each student or group present the findings through a
visual display of their choice or have each group present their information orally to the
class.
 
 
 
 

Example of Information/Research Sheet

                           Searching for Anne Frank
 
 
 

Group Members:  ________________________________________________________

Use the Netscape browser to complete this information sheet.  Remember to write
down the URL for the site from which you obtained your information.  You may write
down more than one URL, and you should have at least five different URLs by the end
of this assignment.

1. Who was Anne Frank during WWII and what did she do during that time period?
________________________________________________________________
________________________________________________________________
URL _____________________________________________

2. In what country was Anne Frank living during WWII?
________________________________________________________________
________________________________________________________________
URL _____________________________________________
 

3. In what city and country did Anne Frank and her family live while hiding?
________________________________________________________________
________________________________________________________________
URL _____________________________________________
 

4. Why was Anne Frank hiding and what was the time period she remained in hiding?
Try to find specific dates.
________________________________________________________________
________________________________________________________________
URL _____________________________________________
 

5. Did Anne Frank go into hiding at the beginning, middle, or end of the WWII era?
________________________________________________________________
________________________________________________________________
URL _____________________________________________
 
 

6. Extra Credit!  Locate on an online map where Anne Frank lived during hiding?
________________________________________________________________
________________________________________________________________
URL _____________________________________________

Lesson Plans for Western Civilization:
topic subject is Roman Emperors
grade level 10-12
by Joshua Krantz

Objectives:
To create a storybook using Microsoft Word, PowerPoint, and Photo Editor.

The storybook should be a minimum of ten pages with at least three pages of pictures or maps pertaining to the subject.

The storybook must represent a certain Emperor of the Roman Empire.

The book must tell the Emperor’s name, accomplishments, failures, and if possible what significant events took place during his reign.

Need to create a front cover, cover letter, table of contents, and a back cover with fake reviews/ summary.

Materials:

Will need access to a computer with Word, PowerPoint, and Editor.

Will supply students with a list of Roman History sites to do their search on.
For example the site http://www.easternct.edu/depts/edu/textbooks/roman.html contains links to site with subject pertaining to Roman History.

Special Arrangements:

Need to set aside about two weeks for library use.

Have to teach students for four days on how to use the three applications.

The following six days are for them to use the skills they learned to create the storybook.

Initiation:

Before the class begins starting the project they first must present to the teacher their emperor of choice and have an outline of what they plan to focus on.  They need the Emperor and the significant events, accomplishments, and failures written down so as to not take someone else’s and also to make sure they have the right information.
 
 

Lesson Development:

     Using an overhead projector outline the procedure the students must take in order to
      make a successful story book.

 Book must be ten pages long with four pages of pictures and/or maps.

The topic (Emperor) must be approved by teacher i.e. first come first served.

Make sure those who do not know the applications are sure enough after session of teaching that they can use the applications properly.

The project will be due two days after last day in the library.

We will spend four days in the library learning applications and six days working on the storybook.

If students need extra help after school to work on their project make yourself available to assist them in any way necessary

Evaluation:

Make sure students are using library time wisely and working on reports only. They are not allowed to look at email or anything but research on the web.

Wrap Up:

                     At end of each library day, summarize the kind of work the students have done
                          and suggest how much on their projects they should have done. Show 1-2
                          examples of interesting student work (with student permission). Offer strategies for work effort the next day.

Homework:
    If students have access to these applications have them continue at home.

Course Title: World History    Topic: Ancient Rome
Grade Level(s): 9 & 10
Developed by: Catherine Buebendorf

  OBJECTIVES

  The students will be able to:

       create an advertising brochure using Printmaster Gold Publishing Suite
       and scanning technology

       summarize the "tourist attractions" of ancient Rome

       decide what was the best part of ancient Rome and justify that decision

       use time wisely in the library

  MATERIALS

  colored paper

  computers, scanner, disks

  SPECIAL ARRANGEMENTS

  reserve library for three days

  make grading rubrick

  INITIATION

  Before we study the fall of the Roman Empire, we’re going to do an
  activity to summarize some of the most important parts of ancient Rome.
  You’ll need to decide what those most important parts are, and what the
  most important part is.
  LESSON DEVELOPMENT

  On overhead, list the components that must be present on the brochure (which
  student should copy into their notebooks):

       attractions, people, events

       at least one picture or graphic scanned from a book in the library

       the most important part of ancient Rome highlighted in some way

       must be a tri-fold brochure

  We will spend three days in the library for you to work on this project. You will
  need to find resources in the library for scanning purposes, and you will have
  to share computers to create your brochures. These will be due on ______ (one
  week from start date). Anything you need to finish after our class time in the
  library you will need to do on your own time. Remember, this is due _____ --
  write that in your notebooks. This will count as a test grade.

  Be sure to plan what you intend to include on your brochure before you actually
  start scanning and using the computer. You’ll need to show me your
  plan before you use the scanner and computer, and have me initial that part of
  your grading rubrick.

  EVALUATION

  Monitor library time, make sure students are on task and using library
  materials appropriately.

  Brochures will be graded based on plan, content, following directions, accuracy.

  CLOSURE

  At end of each library day, summarize the kind of work the students have done
  and suggest how much on their projects they should have done. Show 1-2
  examples of interesting student work (with student permission). Offer strategies
  for work effort the next day.

  HOMEWORK

  Work on brochure at home if possible, otherwise continue to plan how to create
  your brochure.
 

History Lesson #1 developed by Michael Lessard

Made for a 10th graders European History Class

Assignment:   Each student will research and present in front of the class
1 positive figure in European History from the Renaissance to modern times.
The presentation could be done in many different ways (as long as it gets
my approval).  Graphs and maps may be helpful.  I will hand out a list of
some positive figures that the students could elect to choose from in order
to do their presentation.

Purpose:  To get the students to understand who some of the key positive
figures in European History are and why they are positive figures.  The
assignment also gives the students a good opportunity to use computers for
finding research, creating graphs, and/or word processing.  Students will
also have the opportunity to increase their oral presentation skills.

Time:  The students will have roughly one month to complete the assignment.
 

Resources:  The students will have a few class periods in the library to
work on their reports (There are enough computers in the library for each
student in the class).  Students could also use the computer room after
school or get a pass from me and use it during a study period.  The local
library could also be used by the students.

Grading:  This presentation will be worth about 15-20% of the students
final grade.
 
 

History Lesson Plan #2 developed by Michael Lessard

Made for a 10th graders European History Class

Assignment:  Each student will be required to write a four to six page
paper on a negative figure in European History from the period of the
Renaissance to the present date.  The paper must be double spaced, with a
title page, and in 12 font.  I will be glad to give any needy student a few
possible ideas of negative figures for their paper.  Maps and graphs can be
added to the paper if a student thinks they will help.

Purpose:  To give the student a more in depth look at a negative figure in
European History.  What makes that person tick.  Why or how the person does
what he/she does.  The paper will also give the students a good chance to
work on the internet, and a word processor.

Time: The student will have just over one month to complete the assignment.

Resources:  A few class periods will be spent in the library (There are
enough computers in the library for everyone in the class to use if
desired).  Students can use the computer room after school or during a
study period if they get a pass from me.  The local library could also be
used by the students.

Grading: This assignment will roughly be worth 20% of the students grade

Lesson Plan for History Classes, grades 4-8^th
developed by Alyssa Fresa

Topic: Plan a trip to a country or region that is currently being studied.

Object: Enhance the skills needed to find and use maps on the Internet, use of web browsers, search engines, learning to work within a budget and discover historical importance is tied with points of interest.

Plan: Have the students pick a place that has been studied within the last 2-3 chapters, perhaps within the chapter currently being studied if about a particular country this way cities within the country can be chosen. They are to plan a trip to their destination, each report should include a map of the area, travel route, approximate cost, hotel information, site-seeing information, reasons why these sites are historically important, estimated time of stay, and a well written conclusion on why someone should go to that city rather than a different popular vacation spot.

Time Frame: Total of three weeks

Grading Suggestions: Week one, rough draft: using checklist of above qualifications, list of websites, can be written in outline for, have a classmate check list and hand in list-20%.

Week three, final paper due 60%

Oral Presentation, can use note cards but not report, must use visuals: 20%

Extra credit: If visuals are computer based:

Assignment: Each student will first develop a bibliography concerning either an event
which the U.S. government was involved in foreign affairs, such as WWI or WWII, or
reviewing U.S. foreign affairs for the entire century.  The students will then have to
write a 6-10 page paper describing the U.S.'s involvement and activities in these
foreign affairs.

Purpose: The assignment will give students the opportunity to investigate the U.S.'s
involvement with other countries and how they acted in certain situations.  They will
be able to see how the U.S. government handled its allies and enemies.  This will also
give the student an opportunity to develop his/her writing and research skills.

Time: The students will have one month to complete the assignment and will receive
a 5 point penalty for a late paper with an additional 10 points off for every week after
that.

Resources: Students will be given 2 class periods per week to work on their paper,
either researching material in the library or working on their paper in the computer
lab.  Students will be required to have at least one on-line resource in their
bibliography.

Course: 20th Century U.S. History
Grade: 12
Topic: The Development of the Nuclear Bomb

Assignment: Each student will be required to write a 7-10 page paper discussing the
development of the first nuclear bomb and whether it was a scientific breakthrough or
weapon of mass destruction that would ruin the world.  Students will also have to
analyze the Hiroshima and Nagasaki bombings and the role the nuclear bomb played
during the Cold War.  A bibliography containg, at the most, 2 textual references and 3,
at least, on-line sources will also be necessary.

Purpose: The assignment will give students the chance to analyze the importance of
the nuclear bomb to science, military strategy, the U.S.'s victory in WWII, and the
following Cold War.  This will also give the students the opportunity to use the
library and on-line resources for research.

Time: Students will have until the end of the quarter to hand the assignment in and
for an extra 5 points, the students can E-mail the paper to the teacher.  (E-mail address
will be given at a later date.)

Resources: Students will be allowed to choose any 2 texts for their paper and will be
required to use at least 3 on-line references.  The instructor will provide an electronic
textbook at a later date that can be used by the students.  There is no limit to
magazine, newspaper, or on-line articles, but once again the student must use at least
3 on-line articles.
 

Course:  U.S. History
Grade:   11
Topic:    Presidencies
Lesson Developed by:  Lauren Boudreau

Assignment:    Each student will write a paper about a term of a president that is assigned to them.  Each student will write a bibliography on the president assigned to them.  The student will talk about the presidents early life and then go over key points in the president's life.

Purpose:    The purpose of this assignment is to allow the students to gain a better understanding of the president's job and key points in certain president's life.  This paper will also give the student an
opportunity to improve on their writing skills.

The students will have three weeks to write the paper.  The paper will be three to five pages in length,
double-spaced.

Resources:    The student will be able to visit the school library for a week.  The student will also have time to visit the computer lab and work on their paper.  The students will be able to use class time to use the Encyclopedia Brittanica and microsoft works.
 

Course:    World History
Grade:      12
Topic:       Compare and Contrast paper on Napoleon and Hitler
Lesson Developed by:   Lauren Boudreau

Assignement:   The assignment will be for each student to write a paper comparing and contrasting the
powers of Hitler and Napoleon.

Purpose:    The purpose of this assignment is to increase the students ability to compare and contrast two different things.  The students will also gain the ability to research using the Encyclopedia Brittanica.

The paper will be three to five pages long, double-spaced.  A cover page will be included with a graphic on the cover.

Resources:   Library time will be available for the class and computer lab time also.  The students will also be taught how to add graphics to their paper.

American history lesson plan by Marc Fairty

Overview: Students bring a famous person to life.
Teacher Preparation: go to computer lab to do research on web
Activities: Students pick famous or important people to research on the
internet during         class time.
     Look for facts, amusing anecdotes, quotations, etc. about their person.
     Students use gathered information to create a one-person play or
     performance piece on their character. They should be knowledgeable
     enough to be able to answer questions posed by the rest of the class.

     Presentations can be done individually, or can take
     place simultaneously, allowing other students to wander from character
     to character, interacting with the historical characters one-on-one.
     If students used the Web for research, the "characters" could surf back
     to the sites they found to show their "audience".
 
 

History lesson plan by Marc Fairty

Overview  We will link to the Kennedy Space Center Visitor Complex web page
and take a virtual field trip as a class. We will visit each
link together and at each link you will be asked to find and record specific
information. You will use this information to write a
brief essay on your field trip to the Visitor Complex explaining what you did
while you were there and what you learned.
Activity
Students will link to the Kennedy Space Center Visitor Center web page at
http://www.spaceportusa.com/main/html.   Students will participate in a
virtual field trip and will explore each of nine different links within the
web site. As a class we will move from site to site and students will be asked
to collect specific information from each link. I will read aloud the history
of the Kennedy Space Center to the class as students follow along on their
computer screens.  At this site students will be asked to list at least one
fact from each of the four time periods displayed. The next site to visit is
PARK INFORMATION. Here students will list the Park's opening and closing hours
according to today's date. They must also choose a restaurant to eat at and
list the opening and closing times.WELCOME is the next site. At this site
students will link to MAJOR ACTIVITIES and select three that they would be
interested in. Do these activities cost money? How much? Students will link to
COMMAND CENTERAL next. Students need to choose and explain two free services
of interest to them that Kennedy offers to the public.  Students will be asked
to answer specific questions at each web link using the information provided
at each site.  Students will apply what they have learned on the virtual field
trip by incorporation information from each site into a brief essay
describing their trip. This assignmnet is to be done at home and returned the
following day.

American HIstory lesson plan by Marc Fairty

Overview  The purpose of this lesson is to allow the students to gain
historical knowledge of the White House by using the Internet.
Teacher preperation   find video about the White House, go to computer lab to
find sites on White House
Activity
Show a video that talks about the history and jobs at the White House.
Preceding the video, the students will write down
information of what they know and the people they know about that somehow
relate to the White House.  Tell the students that today we are going to take
a tour of the White House and learn about its history, art in the White House,
past and present presidents, past and present first ladies, the first families
at the home, and how we sould go about personally
touring and finding out information about events at the White House. Read
different articles from magazines and newspapers
that provide information about presidential elections and terms that take
place in order to determine what positions are held at
the White House. Have several article copies laying on each student's desk so
that they can individually refer to and read.
Upon completion of this, have the students work in groups on gathering
information on the White House by the six categories
that have been previously given. They can do this by searching the Internet,
reviewing videos, and referring to their text books.
Check for understanding by going through the steps of using the Internet,
checking out videos, and referring to the index of the
text book. When this has been completed, ask the students if they have any
questions and circulate around the room, making
sure that the students are comfortable with the selections and use of
technology they have chosen.  The students will come together within a large
group and discuss the methods that they used to find the information out about
the topic that they choose. Each group will present the information in a tour
format to the other students within the room.

Lesson Plan developed by Todd Heft

Students will use Caesar 3 as part of a unit evaluating ancient Roman times.

Students will become the mayor of a new ancient Roman town and build it from the ground up.  Through this process they will learn about the water supplies, industry, commerece and lifestyle of the period. Students will also gain a better grasp on how religion interacted with daily life and politics. Commerece can be studied in depth with trade relation and production of goods.

This program allows the user to gain a full understanding of how government was run during this time period.  Students will learn through the game how history can be viewed in a positive light and how tragedies can be avoided.

After using the program and fully developing a working city students will write a comparison on how Roman society has effected the way we live and work today.
 

Lesson plan by Cyndi Ware
Title: The History of Halloween
Grade Level: 6-8

Overview: Halloween is a holiday celebrated by all cultures, races, and
Religions, yet children do not know how it originated and its true meaning.

Purpose:  To teach students where this tradition came from and what it
represents.  It is also a way to have them become familiar with using the
internet.

Objective(s): 1. Students will learn the meaning of Halloween.
                     2. This will enhance their knowledge of the
importance of traditions.
                    3. They will become more familiar and comfortable
with using the internet.

Activities: 1. Have students list what they know about Halloween.
                2. Discuss their findings and list them on the board.
                3. Bring the children to a computer and have them go on
the internet to find out more about the holiday.
                4. Come together and have everyone share their findings.
                5. Assign a short essay, poem, or story.

Resources: Pencils and paper are needed to have the students list what
they know.  They will also need access to a computer and the internet.
Children do not need any prior knowledge of how to use the internet, that
can be taught as the lesson progresses.

Closure:  Students should walk away with a greater knowledge of
halloween and computers.  They should understand how the term Halloween
was created and how the holiday developed into what it is today.

Follow-up/Assessment:  Have the students write a short story or poem
that includes what they found on the internet.

Course: World History- Grade 9-12
Topic:  European Countries
Lesson Developed by:  Lauren Boudreau

Assignment:   I will assign groups of four that will meet together
during class times for about a half to a full week.  The groups will be
expected to do research on the country that they choose.  The groups
will also be required to set up a backboard with items that are special
to their country.  A paper is required for each group.  The paper should
be 3-4 pages in length, double-spaced, with 12 point font.  The
backboard should have pictures of the country too.  There will also be a
presentation for the group.

Purpose:  The purpose of this assignment is for the student to have an
understanding of a different culture and country.  Each student in the
class will learn about the other countries when groups present their
projects.

The students will be given a minimum of three weeks to work on this
project.  They will then present their projects in the class (which may
allow other students extended time).  The final project should include:
paper, backboard, and other items that help to enhance their project.
 

Resources:  The students will use class time to use the school library.
I will allow for a week at the most in the school library.  After this
time students must find their own way to use the library.  The students
should use at least 4 books, 2 journals, and they will also be allowed
to use their textbooks.   A main portion of this assignment should be
researched on the internet.  We will also use Encarta, which is found in
our library.
 
 

Course: U.S. History 11-12 grade
Topic:  Wars with American Involvement

Assignment:  This assignment the students will be placed into groups.
Each group will cover a different war.  The wars will include the
Revolutionary War, the Civil War, World War I and II, Korean War, and
the Vietnam War.  There will be six groups to cover these wars.  Each
group will be required to write an extensive paper on a war that will be
designated to them.  Each person in the group will have a section of the
paper to write.  There will also be a class presentation that should
last at least 15 minutes.

Purpose:  The purpose of this assignment is for the class to have a
better understanding of American involvement in the major wars in the
country’s history.

Objective:  By the end of this assignment the class should have enough
understanding about the wars that they will be able to take a test on
the material.

Resources:  Each group will be able to use the school library for a week
of class time.  After this time the students must find time on their
own.  Because of the intensity of subject matter groups will have a
month to research their topics.  I will also allow one class for editing
of papers.  The internet should be a big help on finding information on
these subjects.  The groups may also use Encarta, which is found in our
library.