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Student-made Web Pages...Show Off Their Work!
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Designed to teach students how to create a web page using Netscape Communicator's Composer and can be used by students in grades 3-12 to present their projects or research on their school's web page. Designed to be taught in a lab setting and will be used by the technology teacher in coordination with the classroom teacher.
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A Not-So-Funny Sense of Humor
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This unit was primarily designed to provide rudimentary introduction to the Medieval Period; ideally, would be studied prior to reading any Medieval literature; however, it would be valuable as a unit of study unto itself. Preparation for eighth grade English/Language Arts exam is also a consideration. The unit provides the student with extensive practice listening and note taking and in the use of graphic organizers.
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The World Beyond My Back Yard
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To broaden the student's general global knowledge to the fact that a whole world exists outside their door -- not just their immediate community or country.
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The Social Sciences
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This learning unit will provide students with a working knowledge and deeper understanding of the social sciences and how they relate to everyday life.
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World War II Memorials
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Based on prior knowledge, students will be introduced to the concept of memorials based on the understanding that memorials are found in every human culture. Why create memorials? What makes an effective memorial?
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Humanity's Quest for Utopia in Hist. & Liter.
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Thematic unit,links numerous pieces of literature in multiple genres, and social studies components. Main text, The Giver by Lois Lowry, designed for an 8th grade class piloting learner-centered strategies, and thus uses collaboration and individual work, journal writing, and assignment options. Extremely well-received by students who demonstrated significant progress in attaining several of the NYS Learning Standards in addition to the one being formally assessed in the unit (took about 5 weeks).
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The Roar of the 20's, The Crash of the 30's
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"Roaring Twenties": good times for everyone? (Diversity) Crash, Boom, Bang! Wait a minute. What happened? (Economic Systems) Is this the American Dream - Dust Bowl, Soup Kitchens and Migrant Workers? (Economic - Scarcity) Solutions at what price? (Government systems)
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Inventions: Natural & Man-made
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What is evolution? How did Native Americans use legends to explain natural discoveries/adaptations? How did inventions/inventors in Industrial Age impact on the growth/development of the US? Are processes/procedures that can contribute to creation of an invention? What is the Information Age? What invention(s) have been critical to arrival of the Information Age? How do you imagine it will impact on the growth and development of the US? Can the computer assist with inventive processes?
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The Sculpture of Henry Moore
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This unit is designed to provide students
with an understanding of the processes involved
in creating sculpture as well as an in-depth
study of the defining characteristics of Henry
Moore's sculpture. This unit also addresses the
NYS Standards in the Arts, ELA, MST, and Social
Studies.
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Coming to America
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Immigration research.
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Slavery to Sergregation
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The purpose of this unit is to give students an understanding of the turning point in history that involved the transition of African Americans from the institution of slavery to the institution of segregation.
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Radical Power Point Presentation
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Students will take what they have learned from Civil Rights Movement and create a Power Point Presentation.
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We Shall Overcome
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The purpose of the unit is to create meaningful lesson plans for the teacher of American History who sometimes neglects this period of time due to calendar restraints. There are many events of interest to the student during these time periods.
Activities will be interactive and student centered where the students will have opportunities to apply their knowledge in a variety of interdisciplinary tasks that are appealing and definitive. Formal and informal assessments will be made throughout the entire unit. Formal assessments will be via rubric graded projects and examinations. Informal assessments will be through teacher observation of group activities and student discussions. Both the traditional learner and non-traditional learner have been taken into consideration in creating this unit. This unit should take about two weeks in a semester program or four weeks in a traditional program to complete. The unit could also be supplemented in art or music classes. Certainly, teachers are free to choose the activities that best suit the needs of their students. It is hoped that this will be beneficial for both the teacher and the learner.
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Pro/Con Research Project & Presentation
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How can we use technology to investigate diversity in social/political issues? Why are there no right/wrong answers to social/political issues? What is a pro/con social/political issue?
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The Bill of Rights
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This lesson fits in context with other learning in many areas. This lesson fits in the continuum of American history and is thus in context with New York State standards for Social Studies. The content of these lessons fits into the Grade 5 - Content Understandings in the scope and sequence; however, the format of this lesson is easily adaptable to many content areas.
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Yoko and the Sushi Party
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Students will read Yoko by Rosemary Wells. The story is about a Japanese cat. The story will be used to initiate a discussion of Japanese culture, customs, and foods. The experience can be done in conjunction with a social studies unit on Japan, Culture, or Foods of the World.
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Letters to the Government-Powerpoint
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The students become active participants in their government.
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Reconstruction to Civil Rights
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To study Reconstruction to Civil Rights and its effect on society
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Research Report on Immigration
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A research project.
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Library Media Center Research Learning Unit for
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Provide 6th grade students with Research experience in Library Media Center class as follows: Focus on Research Process (not subject matter) as a learning experience of value; calls for commitment, responsibility, independent effort and a variety of skills and prior knowledge; provide a transitional experience with Research Process in 6th grade, to ensure readiness for similar requirements in Middle School; to use prior knowledge of note taking, collecting data, documentation, summarization, making generalizations; discovering relationships from oral, written and electronic resources; provide an opportunity for each student to utilize available technology for research integrate acquired information into written format; provide an opportunity for students to use written language, in Part A, transmit information and discover concepts, in Part B, show understanding of diverse social and historical events from another person's point of view and, in Part C, interpret and analyze information gathered during research process.
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American Music History
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This learning unit uses many experiences that tie together to help the students see the relationship between them.
It combines historical events in American history with Music and includes information how history
influenced music. It works well with classes of any size in social studies and music courses.
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Brother Against Brother
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Students will write a hyperlink essay from the point of view of a Civil War soldier.
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Causes of Civil War
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Students learn the causes of the Civil War by constructing their own graphic organizers, by using Inspiration 6.0. This activity is an example of Constructing Support, which is part of the extending and refining process. Details included in the graphic organizer must relate to each specific cause. Students print an outline and write the Document Based Question essay on the causes and results of the civil war; helps students realize that there is a variety of views and perspectives when it comes to what caused the Civil War.
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Understanding the Struggle Leads to Appreciation:
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The English and social studies teachers will introduce the Civil Rights unit through a DBQ and literature. After the hook, the students will be placed in groups and will focus on one of four topics to teach to the class. In other words, the students are teaching this unit with extensive guidance from the two teachers. The following are the four topics to be addressed in this unit: 1) Civil Rights: Leaders/Groups 2) Civil Rights: Protests 3) Civil Rights: Political/Trials 4) Knowledge and Appreciation is the Path to Tolerance. The students will attain the information from books, articles, videos, and the Web. The final presentation will include a Power Point presentation, interactive student participation, and lecture. After all topics have been taught, the individual students will create a pamphlet that includes information taught by all four groups.
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Rising Above Intolerance
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Create individual group Power Point presentations that summarized the learning they experienced throughout the day.
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Economic Systems and the Stock Market
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Introduce students to different economic principles
using the stock market as a hook.
Connect math and social studies through the numbers
of the stock market.
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Heil, Heil the Gangs All Here
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Essential Questions: How did the attack on Pearl Harbor awaken a sleeping giant? If Hitler had studied history would the Third Reich have suffered the same fate as Napoleon? Did insanity and fear cause world destruction or was it testosterone? If Hitler had listened to his general's advice would we all be speaking German? Does music soothe the savage beast or does it awaken its primordial soul?
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The Tread of the Iron Horse
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Exposes 4th graders to issues, conditions adn events in their community during the mid-19th century.
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Take Note of Our Economic Terms!
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The students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce
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The Great Depression
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The teacher will launch (Launch-Link) the unit with a demonstration of the Domino Theory. Using the wooden tiles, each tile would represent the chain reaction of events at the beginning of the Great Depression. To hook (Launch-Hook), the students will set up the wooden tiles to form a visual chain representing events of the Great Depression. One student will push one tile which will initiate all to fall one at a time, casting a chain of events, emulating various episodes of the Great Depression.
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Analysis of Past and Present Economic Systems
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Essential Questions: How did the Colonial economy of the nation differ from the current economy? Why were more people in the 1800's in the Primary Sector of the economy? Why are the majority of people today in the Tertiary Sector of the economy? How does the Production Equation Formula relate to real-life standard of living? What is the objective of purchasing stocks in the Stock Market?
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Moving Toward Modern America (1919-1929)
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Essential Questions: How did the United States change from the end of World War I to the eve of the Great Depression? How did technology innovations including assembly lines, rapid transit, household appliances and radio transform production and work in Americans' daily life? How did radio and movies create a mass culture? What effect did women's suffrage have on politics?
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