Constructing a Freedom Flag - a Lesson developed by Matthew Devine
Curriculum: Social Studies
Entry Level Characteristics:
Students will need to know why these flags were used on the Underground
Railroad. It will be necessary for the teacher, in a previous lesson,
to explain to the students the significance of these flags. It is also
necessary that the students know how to use Netscape Navigator or other
comparable internet browsing software.
Role of the Teacher: The teacher will be used as an instructor and observer/aid. The teacher will first explain the purpose of the activity. After this, they will provide proper materials and aid to the students who need extra help. The teacher will also act as a guide when the students are searching for information on the internet.
Objectives:
1. To learn the significance of flags on the Underground Railroad.
2. To give students the opportunity to create their own flag, as if
they were communicating with fugitive slaves.
Materials: Students will utilize the following materials during
this lesson:
- different colored construction paper
- scissors
- glue/paste
- tangrams (for use of creating geometric shapes)
- computer with internet software
Classroom Arrangement:
Students will be working in groups of two throughout the entire lesson.
Space to allow these students to work together may be needed.
Methods:
1. The teacher will first read to the children about the significance of the freedom flags on the Underground Railroad. He or she will then show the children examples of these flags (found in many different books on the Underground Railroad).
2. As a class (or individually, depending on the amount of time allowed) the students will use their computer and internet software to retrieve background information on the Underground Railroad. The information should be saved because it will be used for other lessons throughout the unit.
3. After the children have seen examples, they will then be grouped in pairs of two. Here they will be given the necessary materials to complete the project.
4. The students will take a large piece of construction paper to use as the background of the flag. Then using the tangrams (if available, if not the children will have to create their own shapes), they will begin to trace and cut out the shapes (using different colors of construction paper).
5. Before they paste the shapes, they must decide as to what their flag
will represent. The examples provided earlier by the teacher can
be used as a reference.
? It is important that the teacher has the students make something
that they have not already seen (to strengthen creativity).
6. They will then glue the shapes onto the larger piece of construction paper creating their own “Freedom Flag.”
Closure: Students will be asked to share their flags in front of the class. They will then be asked what they learned from the lesson. At the completion of the sharing period, the teacher will remind the students of the importance of the flags in aiding the fugitive slaves in their journey for freedom.
Assessment: The teacher will know that their objectives have been met
when:
? The students understand the significance of flags on the Underground
Railroad.
? The students explain the meaning and significance of the flags that
they have created.
Adaptations for Special Needs:
Special needs students may be paired with other classmates to insure
that they complete the full activity. Aid from the teacher could
be needed in tracing, cutting and gluing. No special materials will
be needed, just aid from the teacher and other students with small motor
activities.
Following a Slave Route - a Lesson developed by Matthew Devine
Curriculum: Social Studies
Entry Level Characteristics:
Students will have some prior knowledge on the routes used by slaves
on the underground railroad. The teacher will have shown the students
sample routes, on maps, used by slaves during their journey to freedom.
They should also have prior knowledge on using computers, especially with
programs such as Netscape Navigator.
Role of the Teacher: The teacher will be used for instruction and guidance purposes. The teacher will provide information, sample routes and help with questions that the students may have.
Objectives: 1. To learn about the states slaves traveled through on
the underground railroad.
2. To learn how to read a map and draw a route.
3. To learn about U.S. geography during the time of slavery.
4. To learn how to find a comparable map on the internet, or even a
pre-planned slave route.
Materials: Students will utilize the following materials during
this lesson:
? laminated maps of the U.S. during slavery
? one large laminated map (teacher’s use)
? tissues
? dry-erase markers
? computers with internet software
Classroom Arrangement:
The teacher can have students work alone, or in pairs, depending on
the availability of materials. This is a one-day lesson that can
take from 20-30 minutes depending on sharing time.
Methods:
1. The teacher will start the lesson by reading information on slave routes (taken from the internet and other sources). He or she will then continue the lesson by using different world wide web sites to show examples of actual routes used by slaves on the underground railroad.
2. The teacher will then pass out the materials, giving a map to each student (or pair of students) along with tissues and dry-erase markers.
3. After the materials have been passed out, the students will then use the markers and draw routes based on the examples provided by their teacher.
4. After they have drawn the routes, they will compare and contrast them with their other classmates or partners. They will then compare them with routes that they have researched on the internet.
5. A discussion and sharing session will then follow, answering any questions the students may have.
Closure: At the end of the lesson, students will be asked about what they have learned about slave routes. The response period may take 10-15 minutes, depending on the time used to complete the first part of the activity. The teacher will then end the activity by reminding the students about the importance of the routes in the slaves’ trips to freedom.
Assessment: The objectives have been met when:
? Students develop an understanding about the importance of the slave
routes.
? Students learn about the geography of the U.S. during the time of
slavery.
? Students can reconstruct, on their own, the routes slaves had taken
during their journey to freedom.
Adaptations for Special Needs:
For special needs students, it is important that they are paired with
another student in the class who is willing to work with them. They
will need assistance using markers and drawing routes. Larger markers
may be needed for special needs students (it makes it easier to hold on
to). Teacher intervention will most likely be needed, unless the
other classmates can help the child.
A Living Timeline - a Social Studies Lesson
Developed by Jim Grasso
Objectives:
The students will be able to record the development of a city, as well
as
plan for the needs of its' citizenry
Materials:
· Computer
· Sims Manor for Kids
· Large sheets of drawing paper
· A stop watch
Procedure:
1. Inform the students that they are to become the founders of
a new city.
They will be grouped into groups of threes and will have to determine
such
things as location, lay out and building plan for their new city.
They will
also have to record on a sheet of paper all the significant events
in the
history of your community (its founding; establishment of the first
school,
house of worship, library, store, theater, or factory; an act of nature,
such
as a hurricane, tornado, or flood) and the time it occurred since they
started. They will have exactly one hour for this exercise.
2. Have each group choice a block of time to determine when they
will start
the assignment.
3. Make sure that they have someone to record the events and
someone keeping
time.
Closure:
Each community founders will report back to the class the history of
their
city and any lessons learned from mistakes or successes. Explain
to the
class that what they just did was to record the history of a community
and
the relevance their history is to that of America's history.
Lesson Plan #1:The History of the Oregon Trail developed by Kimberly Homans
Objective: Give students
a taste of what live was like while
traveling the Oregon trail. Also teach the history of pioneer life
as
well as the American History of the time period.
Day 1-3: Introduction to
pioneer life. And open discussion with
students on how they think they would have survived the trip along
the trail.
Day 4: Show short video on
the Oregon Trail. Have students take
notes and give feedback at the end of the class.
Day 5: Do a simulation exercise
of traveling the trail. Assign
two to three page report and oral presentation.
Day6: Continue exercise.
Also give small quiz on piorneer life
and the Oregon Trail, includes materials from video and class discussions.
Day 7-8: Give class time
in the library for research on paper,
encourage use of the web.
Day 9-11: Oral presentations.
Day 12: Give indepth talk on the Oregon Trail and review for test.
Day 13: Give test.
Lesson plan #2: Diversity developed by Kimberly Homans
Objective: Introduce students to the diversity among people in terms of
religion,ethnic,
and cultural view points.
Day 1: Lead open dicussion with students on what makes people different
in the above
terms.
Day 2: Continue discussion if needed. Begin discussion of different customs
from around
the world.
Day 3-6: Continue above and introduce other mentioned topics.
Day 7: Give small quiz and assign paper and oral presentations.
Day 8-9: Continue discusions on different religions and ethnic backgrounds.
Support
information with readings from textbook or annuals when possible.
Day 10-12: Finish up on discussion.
Day 13-15: Give library time for research for papers( encourage students
to use the
web)
Day 16: Show video on diversity.
Day 17-19: Oral presentations
Day 20: Review for test.
Day 21: Test
Extra Credit: Write a report on how high school students can promote diversity
acceptance. And include who would support them and who would not.
Two Lesson Plans developed by Jamie Taylor
Lesson Plan # 1
Title: Hate Groups and the Internet
Grade Level: 12
Objectives: The students will be able to analyze the
ideologies of the two hate groups and discuss their findings in
an open class discussion.
Materials: Computers(15-20), literature pulled from
various web sites, photos of the two groups,
Initiation: I will start the lesson by passing out the
pictures of the two hate groups and allow the students a few
minutes to look at them. I will then tell the class that
we will be
looking at various web sites dealing with these two groups and end
class
with a focused discussion.
Procedure:
1) Initiation
2) Ask the class who the two groups are
3) Give class a brief description of the two groups,
while they take notes
4) Move the class to the comp lab
5) give students time to float on the net and find various sites
6) remind students to be on task and mature about the topic
7) after 10-20 min, bring class together
8) begin class discussion by opening up the floor for comments
9) keep discussion structured and focused
10) answer any questions students have
11) Close
Closure: I will end class by having the students write
a journal entry on what they learned in the class. They
will also discuss their personal feelings on hate groups and the ease
of
access on the internet, in terms of finding hate sites.
Lesson Plan # 2
Title: World War One Propaganda
Grade: 10
Objectives: The students will be able to analyze how
propaganda was used in the war. They will also be able to use
computer scanning
technology to create their own posters.
Materials: Computers, scanners, paper, propaganda posters
Initiation: I will begin class by asking for a definition of propaganda.
Once the class
puts out some ideas we will construct a definition for the word.
I will then explain to
the class that we will look at various forms of propaganda and they
will be
constructing their own using scanners.
Procedure:
1) Initiation
2) Handout posters on propaganda
3) give students time to look over handouts
4) begin a discussion on the purposes of the various
posters
5) focus discussion on how the posters evoke emotion
and feeling from the viewer
6) point out that propaganda was often used to inspire
people, but it was also used
to lower the morale of the enemy
7) once discussion is complete put class into groups
of three
8) instruct them that they will be working together to
make their own posters
9) allow students to go to computer lab to scan projects
10) have students present their projects to class
11) Close
Closure: Once projects are complete and presentations
are done have students take out a piece of paper. Have them write
two ways that
propaganda can be used during times of war and hand it in.
Lesson Plan for Western Civilization developed by Jeff LaPointe
Assignment: In their free time students will be able to view the
movie
Cleopatra which will be available in the library. A set of objective
questions will be handed out in order to give a general line of thought
in which to begin this report on. Students will be highly encouraged
to
add and alter the format so long as basic requirements are met.
Purpose: To display the international relations that existed at
this
point in time in history and to show how fragile those relations were,
as well as personal influences of one character upon the other.
Also of
interest are comments on the structure of the video itself, and what
that says about “modern” concepts in regards to race and relations.
Of
further reasonings for this project are those evident when dealing
with
Julius Caesar, Cleopatra, and Marc Anthony.
Time allotment: One month as projects such as this will be given
out
monthly or bi-monthly.
Additional Materials: A timeline may be included to keep events
in
order and display knowledge content. Pictures or other relevant
accessories may be includedInterviewer:
Resources Needed: A television and VCR as well as a typing application
program as assignments need to be typed
Grade: This will be for a middle level high school class such
as
sophmore or junior year as this deals with complicated relations,
motivations, and race relations, both in the present as well as in
the
past.
Grading: A scale of 0-100 will be used, and the combination of
many
papers (four) such as this should constitute 40% of the final grade.
Lesson Plan I developed by Deearle Logsdon
Using the Internet to Find Population Information
(Grade 9)
Goal: Students will use the Internet to find
twenty-five towns in America that are named
Springfield and to find the population of each one.
Initiation: Students will locate information using
the Internet. Students will isolate specific
information in order to analysis data.
Materials: Computers with Internet access.
Time: One class period.
Procedures:
Part I: Find towns named Springfield in United States:
1.) Log on the Internet and open the web browser.
2.) Under "address" type in
http://www.nationalgeographic.com/
to access the
National Geographic homepage.
3.) Under "search our site" click on "Maps".
4.) In the "Find a Place" window, enter Springfield
and click "Go" button.
5.) A complete listing of all Springfields found will
appear. Copy down one Springfield for each state up
twenty-five.
Part II: Now find the zip code for each Springfield
found:
1.) Now log on to http://usps.com/ your
online post
office.
2.) Click on Zip codes and go to City/State/Zip Code
Associations.
3.) Enter Springfield and one of the states you found
and click the process button.
4.) Repeat this process for each Springfield and
record each zip code.
Part III: Collect population data for each
Springfield:
1.) Log on to http://www.census.gov/
to access the
U.S. Census bureau.
2.) Under "Geography" click on Gazetteer.
3.) Enter Springfield under "Name", enter state
abbreviation under "State" and enter zip code for that
state under "Zip Code". Click on search.
4.) Information on the town will appear. Write down
the population.
5.) Repeat this procedure for each Springfield and
record population data.
Closure: Students learned to locate geographic and
population data using the Internet. In the next
lesson, students will organize data using a
spreadsheet and graph data using Microsoft Excel.
Lesson Plan II developed by Deearle Logsdon
Organizing and Graphing Data Using a Spreadsheet
(Grade 9)
Goal: Students will organize data using a
spreadsheet. Students will graph data using Microsoft
Excel.
Initiation: Students will learn to compile previously
collected data and formulate that data into a graph.
Materials: Computers with Microsoft Excel.
Time: One class period.
Procedures:
Part I: Organize data on a spreadsheet:
1.) Open Microsoft Excel program.
2.) Click on column A, row 1 and type "place" in the
cell.
3.) Click on column B, row 1 and type "population" in
the cell.
4.) Using column A, labeled "place", and rows 1-25,
type each state with a Springfield (ex. Springfield,
PA).
5.) Using column B, labeled "population", and rows
1-25, type the population for each corresponding
Springfield.
6.) On the tool bar click on "View" and select "Header
and Footer" and title the spreadsheet. Use your name
in the title.
7.) Save and print spreadsheet.
Part II: Create a Graph:
1.) Using the mouse, highlight the data in columns A
and B, rows 1-25.
2.) On the tool bar click on "Insert" and select
"Chart"
3.) This will open "Chart Wizard", a four step program
to design a chart.
4.) Step 1- Under "Chart Type" click on Column
"Graph", then click "Next>".
5.) Step 2- Under "Data Range" go to "series in:" and
click "rows". Then click next.
6.) Step 3- Under "Titles" select a title for your
chart. Then click next.
7.) Step 4- Under "place chart" click on "as a new
sheet"
8.) Save and Print.
Closure: Students created a visual representation of
data previously collected, learning to hypothesize the
relationship of data from the real world.
LESSON PLAN FOR SOCIAL STUDIES DEVELOPED BY LYNNE KNAPP, EDU. 360
TOPIC: Social Studies
GRADE LEVEL: Fifth grade
SUBJECT: New World Explorers
TIME: About 3 weeks--in and out of the classroom
OBJECTIVES:
1) To learn new information on a New World Explorer outside of
class lessons and discussions.
2) To become famaliar with conducting research over the Internet.
3) To learn how to type up a research paper using the Microsoft Offices, specifically Word.
PROCEDURE: Students will choose from a list of New World Explorers
we have recently studied in our Social Studies class. The list will
contain explorers such as Henry Hudson, Christopher Columbus, Amerigo Vespucci
and so on. After the students choose t
heir explorer, they will conduct research using the internet and providers
such as Yahooligans, Ask Jeeves, etc. Most of our research will take
place in the Computer Lab with the help of myself and the Computer Teacher.
When the research is complete, th
e students must begin to compose a rough, hand-written copy of their
research paper before beginning their typing. (Most of the rough
copy will be completed at home.) They will then use Microsoft Word
to type up their papers, exploring all the different
options they have. They will be instructed on how to change
the style and size of font and also how to use bold, underline and italics
as necessary.
CLOSURE: Students will be asked to share their research papers
with the class. They will be assessed on how extensive their research
was, how well their typing was and the overall presentation of the project.
This is how we will conclude our two-month
long study on the Explorers.
Lesson plan on Presidents developed by Laura Butler
Grade 7
45 minute class
Objective: To learn how to use Microsoft Word to write a short essay (no more than one page) on Abraham Lincoln or George Washington. These are topics previously discussed in class.
Teaching: We will review topics briefly. Students will each be at a computer in the lab and we will go over Microsoft Word features for 10 minutes.
Guided Practice: The students will have 20-25 minutes to write their essay while I monitor each person individually for a period of time and assist anyone having difficulties with a procedure.
Closure: Ten minutes before the end of the class all students will print out their essays. We will have a question and answer period. Students talk about any difficulties they had or operations they were able to figure out on Microsoft Word.
Lesson Plan on Flags by Diana Allen
January 11, 2000
Objective: To use the Internet to learn about different countries’ flags and to prepare a presentation of the flags using Power Point.
Grade Level: 4
Materials: PC’s with Internet access, Netscape Browser, Power Point and diskettes.
Timeline: The lesson will be divided into two sessions: exploring the Internet and saving information from the Internet and using Power Point.
Procedures:
A web-site for flags can be found at http://www.plcmc.lib.nc.us/kids/mow/continent.asp
Grade Level: 1-5
Subject: Social Studies - developed by James Doyle
Objective:
After the students demonstrate positive behavior for a week, as a reward
I will allow them to play "Where in time is Carmen Sandiego."
This will
teach them famous people, events, and times.
Duration of time: 1 Hour
Materials: Standard P.C and the "Carmen" program
Procedure:
Explain to the class/student/students that they are being rewarded
for
good behavior.
I will then go through the directions of how to play.
I will then walk around and help the students out.
Assessment:
It will be a success if the students enjoy playing because as they
are
playing they are learning. I would just hope the program isn't
to
confusing for them.
Lesson on the Oregon Trail by Dorine Morse
Grade 6
The object of this lesson is to bring the students into the reality
of
the harshness of life in the pioneering days for people traveling across
our country. The software used will be the Oregon Trail 3.
Procedure: A child will individually participate in the software.
It
does a good job; the child starts optimistically, but quickly learns
the
pitfalls of life during that time period. As part of the process
the
child has to make decisions about his/her life on the trail that could
prove fatal.
Wrap-up: If this software is supplemented with homework assignments,
in
class projects and discussions about the software and its results,
the
program will provide a well-rounded history lesson for this period
in
time.
Lesson plan # 1: (Social Studies, History) How the cold
war came to an end.
developed by Rocco Carbone: EDU 360 Tech in classroom
11/29/30
Grade: 11 and 12.
Materials needed:
1. Computer with internet.
2. Old magazines and Newspapers.
3. Research data base.
Objective:
- Students will be able to use their thought processes and develop
the
leading events that lead to the demise of the cold war.
- Students will gain a proper awareness of how international relationships
form allies and develop enemies.
- Students will also be able to examine what were the advantages and
disadvantages of the cold war.
-Utilize their time properly in the library. They will gain the ability
on
how to research certain subjects using a library database.
Procedure:
1. Students will be required to research information on relations between
USA
and Russia.
2. They must use 3 different resources: 1. Internet 2.
Magazines 3.
Primary resources.
3. Will write a 8 page term paper on the events that lead to the cold
war.
What were the pros and cons for both sides. Finally, examine
what events
lead to the dismantling of the cold war.
Assessment:
- Students will have their paper handed in by the desired date.
Their papers
will be examined for proper research, examples of the relationships
each
country had and grammatical errors.
- Will examine how much time and effort students were involved in their
paper.
- Paper constitutes as 30% of class grade.
Lesson plan # 2: (Social Studies, Psychology)
Perception tests.
Grade: 11-12
Materials Needed: Textbook and handouts.
Objective:
- Students will test their keen perception on objects.
- Students will make comparisons of their perception be able to make
comparisons.
- Will have students able to enhance their social skills by questioning
and
analysis.
Procedure:
1. Students will take the given ditto sheets and complete the perception
test.
2. Students in the class will compare and discuss their different responses
on the perception test.
3. For project. each student will test the perception of 10 students
among
the school and survey the results into a percentage. They will
form a
percentage of what student's perceive the test in one way or the other.
4. Have the students write a brief conclusion of their survey on perception.
Assessment:
1. Will be assessing their social capability of surveying students
from the
school.
2. Assess their calculation and what percentages they come up with
from the
survey.
3. Assess their capability to conclude their results in a summary form.
Lesson Plan developed by Matt Smith
Topic: Research and Presentation
Grade level: 10-12th
Subject: U.S. History
Objectives: 1. Have the students use the WWW to research a topic
related to United States history (ex. presidents, W.W.I or W.W.II,
early
colonies etc.)
2. The students should have a fairly broad topic to ensure easy
information gathering.
3. Students may either print out information about their topic or take
notes.
4. The students will then use the information they have gathered to
create a computer presentation using Microsoft PowerPoint.
5. The students should use a variety of different fonts, backgrounds,
and
pictures to enhance their presentations.
6. The completed presentation should be presented using an over-head
projector in front of the class.
Closure: This assignment should take several class periods to complete.
When using PowerPoint the instructor should help the students
introduce pictures from the WWW into their presentations. The
project
should help the students to learn about U.S. History.
Lesson: The Oregon Trail developed by Barbara Williams
Grade Level: 4 -5th Grades
Subject: Social Studies
Developed by: The Learning Company
Courseware The Oregon Trail
Topic: Grandmother's Bell And The Wagon
Instructional Resources
Encyclopedias; Libraries; Librarians; Historical Museums; Historians;
Teachers; Musicians; Song
Books; Diaries
Lesson Purposes: To teach children to appreciate our heritage.
Objective: To teach children to be thankful for all the convenient
we
enjoy in this country.
Lesson Plan
Grandmother's Bell And The Wagon Train 1849 vividly describes one day's
journey with Johnny and Crystal on a wagon train. Share their experiences
as they travel to California with their family.
Method of Assessment
Vocabulary:
Emigrant: Emigrant Trail
Eyacaha: Humboldt-Carson Route
Oxen: Sitting Bull
Discussion Questions:
1. What was the most normal way for a family to travel west in
1849
from Missouri to California?
2. How long would the trip take? How many miles a day could they
travel?
3. What determined what the emigrants could carry with them on
the
wagon? Did they sometimes overload the wagons? When would they have
to leave
things behind? Where did they leave them?
4. What did the children do while the wagon train was moving?
Did they
have chores to do?
5. What kind of meals did the emigrants prepare and how did they
store
the food and prepare it? How could they replenish their food supplies?
6. What three things determined where they would stop for their
campsite each
day?
7. What were some of the dangers they might find on their trip?
8. Why were the Sierra-Nevada mountains referred to as "The Elephant"?
Resources:
National Historic Oregon Trail Center
P.O. Box 987
Baker City, Oregon 97814
INTERNET LESSON #1 developed by Jackie Botteon
Subject: HISTORY OF THE UNITED STATES FLAG
Grade level: 4-6
Objectives:
Summarize information
create a game based on information they've learned concerning the US
flag
Materials:
Graph Paper
internet access
US flag
pencils/markers/colored pencils
poster board
Procedure/evaluation:
1. Have the class recite the pledge. Give a copy of the pledge to the
students. Read and interpret each line of
the pledge. What does it all mean?
2.Go over what the importance of each part of the flag is.
3. Explain to students that the US flag will be explained on a web
page called "Flag History". The
information they get will be used to create and complete a board game
based on the flag.
4. Have students get into groups and brainstorm different types of
board games they are familiar with.
5. Have the group decide on the style of board game they would like
to create, along with the rules.
6. Students then access the web site http://www.geocities.com/Heartland/2328/flagday.htm
7. When board games are complete, have students play each others games.
8. Discuss proper etiquette related to the American Flag.
9. Assign students days in which they assist school staff in raising
and lowering the flag.
ENRICHMENT:
1. Access the Sousa website, the composer of the Stars and Stripes
Forever. http://www.dws.org/sousa/index.htm
Listen to some of famous songs.
2. Take the citizenship quiz located at www.businesslaw.com/citizenship_questions.html.
This site has 100
of the possible questions people are asked when they want to become
United States citizens. Challenge
your students.
INTERNET LESSON #2 developed by Jackie Botteon
Subject: Social Studies/Newspaper activity
Grade levels: 6-9
Objectives:
-become familiar with the parts of traditional and online newspapers
-access and retrieve information from the WWW
Materials:
-access to the internet/printer
-one daily newspaper for each student
-a timer (optional)
Procedure/evaluation:
1.Give students 15 minutes to read anything in the newspaper. Stop
them when the timer rings. Have them
share the stories they have read and why they read them. Discuss the
different sections of the paper.
2. Have the students get on the internet and read newspaper articles
from one of the following sites:
http://www.chron.com www.starnews.com
http://www.science.com/paw www.nando.net www.pathfinder.com
http://www.eg.bucknell.edu/~boulter/crayon/links.html
3. Have students print one article they liked best. Have them identify
the main points of the story and four
specific details. Have them identify which type of newspaper they like
better, online, or off and why.
4. Have the students read the employment section of each newspaper and
have them choose a job they
would like.
5. Have the students identify the latest weather report for the newspaper.
What was the temperature in NY
yesterday? What is that newspaper's local forecast?
INTERNET LESSON #3 developed by Jackie Botteon
Subject: Social Studies/Potato Famine
GRADE LEVEL: 7-12
Objectives:
-research different views of the potato famine
-discuss the causes and effects of the famine
-write a thesis with details supporting your statement
-write a 4 paragraph essay
Procedures/evaluation:
1. Ask the students to imagine living without a food they feel they
need. Discuss with the students the need
for certain staple food and how certain countries rely on this food
for the survival of their citizens. Give
them the example of Ireland and the potatoes. Discuss the Great Potato
Famine in Ireland. In groups, your
students will research the different opinions as to why the potato
famine occurred, and why is was such an
awful event in history.
Here are the sites to help conduct research:
The Irish Famine: http://avery.med.virginia.edu/~eas5e/Irish/Famine.html
The Famine in Cavan http://www.cavannet.ie/history/fam-page.htm
Views of the Famine http://www.emory.edu/FAMINE/
2. As the students are researching, have the students identify as many
causes and effects they can find from
and put them into these categories: natural, scientific, sociological,
agricultural, governmental, and any other
categories they may identify. There are many controversial opinions
as to why the famine occurred. Be sure
and read and perhaps share the history, personal accounts, and news
articles. Be sure they see the images
shown on the sites.
3. Have each group determine why they think the famine occurred. Have
them determine the largest cause
and effect of the famine on Ireland. The group must write a thesis
and then details supporting their thesis
statement. The group will hand in a four paragraph typed essay.
ENRICHMENT
1. Locate poems on the internet which victims of the famine wrote. Here's one site to check out: .
http://www.i-channel.com/ellis/index.html
INTERNET LESSON #4 developed by Jackie Botteon
Subject- Social Studies CIVIL RIGHTS LESSON
Grade level: 4-6
Objectives:
-Explain the purpose of the Civil Rights Movement
-Define the term civil rights
-summarize events from the Civil Rights Movement
-create a time line related to Civil Rights Movement
Materials:
-internet access
-paper/pencil
Procedure/evaluation:
1. Discuss the definition of civil rights. Ask, what are your rights
as US citizens? How would you feel if some
of those rights were taken away? Would you try to get them back?
2. Briefly explain to students that the American Civil Rights Movement
was a series of protests and boycotts
to persuade government officials to change or enforce laws that would
make it possible for
African-Americans to enjoy the same rights as others. The movement
had many different leaders with
many different philosophies for achieving the same goal. The most famous
names were Dr. Martin Luther
King, and Malcom X, but there were many others.
3. Have the students go to http://www.wmich.edu/politics/mlk.
This site has very good visuals and identifies
major events related to the Civil Rights Movement.
4. Have students create a timeline based on the events identified.
ENRICHMENT
1. Access http://www.seattletimes.com/mlk/index.html . This site has sound clips, an interactive quiz, and reflections from people who knew Martin Luther King.
2. Have students write a biography on an African American leader. Use
this site: .
http://library/advanced.org/10320/