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TRANSCRIPT
Standards Aligned Unit/Lesson Samples
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Adapted by bigchalk from the ISBE/ROE Design Team Standards Aligned Classroom 2000
In fulfillment of Illinois State Board of Education Contract
2001 � 2002 school year
Permission Granted for Duplication 2
Table of Contents
Page bigchalk Resources Correlation 3 Standards Aligned Unit/Lesson Template 4 Sample Units/Lessons 6
Mathematics Middle/Junior High School Early Elementary
Science Middle/Junior High School Early High School
English Language Arts Late High School Middle/Junior High School Social Science Early High School Late Elementary
Permission Granted for Duplication 3
bigchalk Resources Correlation
Standards Aligned Unit/Lesson bigchalk Resources
Identify Standard/Benchmark B, C ExplorAsource
• Standards Viewer
Achievement Targets (KRSP) D eLibrary Classic, HomeworkCentral Learning Links
Performance Task(s) E • Your best source for premium resources and educator-selected web links.
Scoring Criteria F
Other Assessments G bigchalk Test Boosters
• Online exams (grades 4-8)
• Instant evaluation & remediation
• Resources included for further study
Instruction H HomeworkCentral�s Teacher Resource Collection
• Technology integration resources
• Lesson Plan Archive
• Subject Resources • Learning & Physical Disabilities
• Planning Calendar • Curriculum Design Resources I eLibrary Classic
• 126+ Newspapers & newswires
• 71 News Transcripts
• 618+ Magazines • 140,000 Pictures
• 2,700+ Maps • 143 Reference Books/Compilations
Potential Accommodations J eLibrary Classic, Professional Resources
• Education Magazine • Journal of Educational Research
• Journal of Special Education
• THE Journal
Follow-up/Remediation/Extension K ExplorAsource
• Resource Browser
bigchalk Test Boosters
• Online tests to develop skills
bigchalk Parent Resources
• Organizations, tutoring services, ask the experts
Permission Granted for Duplication 4
Standards Aligned Unit/Lesson Template
D.Knowledge: Reasoning: Skills: Products:
E.Performance Task(s)-What do students do to demonstrate knowledge and skills?
Course/Grade Level, Unit A. Standard: B.
Benchmark: C.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments
G.
Permission Granted for Duplication 5
Standards Aligned Unit/Lesson Template
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
Permission Granted for Duplication 6
Standards Aligned Unit/Lesson
D.Knowledge:
- Understand the meaning of the Boolean AND, OR, AND NOT operators
- Distinguish between Boolean, natural language, and keyword searching.
Reasoning: - Develop evaluation criteria; assign ratings - Select relevant results sets - Make decisions and predictions on the basis
of information
Skills:
- Use Boolean search technique on eLibrary - Use search engines - Use card catalogue
Products: - Print out search strategy and first page of
results from using online resources. - Create Venn diagrams graphically depicting
the relationship between search terms used above.
- Develop Excel Spreadsheet to analyze results
E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students develop evaluation criteria
against which to rate various search engines/search methods.
2. Students develop search strategies
designed to fairly test each search engine. Boolean search statements will use logical operators covered in class.
3. Students create Venn diagrams
representing their Boolean search statements.
4. Students analyze and tabulate
results of their evaluation.
Course/Grade Level, Unit A. Middle/Junior HS, Mathematics
Standard: B. State Goal 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. Standard D. Use algebraic concepts and procedures to represent and solve problems.
Benchmark: 8.D.3a C.Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities.
F.Scoring Criteria-On what traits will student responses be evaluated?
G.Other Assessments:
1. Constructing Venn diagrams to symbolically show Boolean search
2. Accuracy of
search statements; understanding the distinctions between various search methods.
3. Accuracy of scores tabulated in spreadsheet.
4. Proficiency in
using logical operators.
Mathematics
Permission Granted for Duplication 7
Standards Aligned Unit/Lesson
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
- eLibrary Classic - HomeworkCentral Learning Links- Card catalogue - Variety of web search engines Assessment Resources: Bigchalk Test Boosters: - 8th grade Math Practice Test
Problems 11, 18, 19, 20, 24 test algebra skills in using patterns and functions to represent and solve problems.
HomeworkCentral Learning Links:- Browse the topic �algebra� - Select �Advanced Topics� - Select �Set Theory�
Readings in professional journals are available in the eLibrary database: • �A Life Skills Approach to
Mathematics Instruction��, Journal of Learning Disabilities, 3/01/97.
• Using bigchalk�s ExplorAsource, click on the �Matching Resources� link for a list of correlated instructional resources.
1. Classroom instruction on Venn diagrams and data sets.
2. Classroom discussion on Internet searching
and how search terms can be represented as data sets.
3. Classroom instruction on Boolean
operators (AND, OR, AND NOT). Represent the action performed by each Boolean operator by representing search terms as �sets� and creating the appropriate Venn diagrams.
4. Online instruction on various methods of
searching (Boolean, keyword, natural language).
5. Students prepare to evaluate the
effectiveness of various search engines across search methods. Students develop a list of evaluation criteria against which each search engine will be compared. Further, they develop a rating scale so as to score each search that is run.
6. Students develop a consistent set of
searches that will be used with each search engine (requires teacher review before hands-on searching may begin). Students are expected to search the library card catalogue, 1-2 search engines, and eLibrary.
7. Students run the searches and evaluate the
differences in results retrieved across the search engines.
8. An Excel spreadsheet is developed that
lists all resources and evaluation criteria. Using the rating scale, scores are tabulated for each search engine. The spreadsheet data could be represented as a chart for extra credit.
Mathematics
Permission Granted for Duplication 8
Standards Aligned Unit/Lesson
D.Knowledge: • Uncover patterns and relationships with
geometric figures and objects. • Understand cardinal directions.
Reasoning: • Develop evaluative reasoning skills through the
practice of estimating distances and measures. • Recognize the relationship between math,
geography, and science.
Skills: • Use eLibrary and HomeworkCentral to locate
maps. • Learn to work with a model (a map) • Understand map scales and distance
Products: • Written and oral summary of their region.
E.Performance Task(s)-What do students do to demonstrate knowledge and skills?
Course/Grade Level, Unit A. Early Elementary, Math
Standard: B.State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. Standard B. Estimate measurements and determine acceptable levels of accuracy.
Benchmark: C. 7.B.1A Given a problem, describe possible methods for estimating a given measure.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments: G.
4. Evaluation of written summary and accuracy of time estimates.
1. Ability to read accurately a map.
2. Give reasonable
distance/time estimates between cities.
3. Evaluation of
group work and presentation.
1. Students will pick cities/states in the U.S.
2. Students will use eLibrary
plus other resources to find maps, climatic data, and other information about their geographic area.
3. Work in groups researching
the above. 4. Prepare a written summary of
their region. 5. Make a 5-minute presentation
on their region.
Mathematics
Permission Granted for Duplication 9
Standards Aligned Unit/Lesson
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
- eLibrary Classic (maps, encyclopedic information)
- HomeworkCentral Learning Links - Math textbook Assessment Resources: bigchalk Test Boosters - 4th grade Math Practice Test
Problems 1,4,6,26,27,28,29 test students� skills at measuring an attribute (length, weight, time).
HomeworkCentral Learning Links: - Browse the topic �geography� - Select �Overviews & Background� - Select �Map Basics�
HomeworkCentral Learning Links: - Browse the topic �science� - Select �earth sciences� - Select �climate�
1. Lesson will begin with the teacher showing a map of the entire U.S. and describing the landmass, total miles from west coast to east coast, largest state, etc.
2. Teacher will provide a scenario in which a
person has to make a trip coast-to-coast across the U.S. Teacher should provide the amount of time in which the trip has to be made.
3. Students will work in teams. Each will be
given a region or state along the travel route with which to become familiar.
4. Students will estimate the entire amount of
time the trip will take for their respective geographic area. Teacher should provide some constants for number of hours driven a day, average rate of speed, etc.
5. Students should use eLibrary to learn basic
information on the state so that the traveler has adequate provisions for the trip. Further, students should estimate the climatic conditions for their area.
6. Students will prepare a two-paragraph
summary of their geographic area. The summary should include their recommendations about the best time to travel, etc.
7. Students will prepare and deliver a 5-
minute presentation about their geographic area.
8. Teacher will facilitate a class discussion
during which the entire route is mapped, total travel time is added, and identify if the traveler will make the trip within the allotted time period.
Suggestions from publications in the eLibrary database: • Education • Science Activities • Weatherwise
• Students estimate time/distance of local landmarks
• Parents have student�s map-out family vacations and upcoming trips.
Mathematics
Permission Granted for Duplication 10
Standards Aligned Unit/Lesson
D.Knowledge: �� Recognize the various sources available: library
resources, internet, textbook, video, interviews with experts
�� Know how to use online databases like eLibrary �� Know how to search the Internet �� Be able to formulate appropriate questions
Reasoning: �� Select relevant information from various sources�� Evaluate web-sites for relevance and accuracy �� Organize materials for outline and speech �� Use supporting evidence in speech and
documentation
Skills: Use Occupational Outlook Handbook, Reference Books, pamphlets, internet sites, eLibrary database (specifically: reference module), note-taking skills, MS office software
Products: MS Excel database for graph compilation, MS Word for outline and thesis
E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will complete graph
exercise of top careers in the last ten years for comparison to top careers of the future graph.
2. Students will use Occupational
Outlook Handbook to find careers in science and technology that are of interest to them.
3. Students will make outline of
specific career using model provided by the teacher.
4. Student will develop �Informative
Presentation� for peers based on the research for specific careers in science and technology.
Course/Grade Level, Unit A. Standard: B.
Benchmark: 13.B.3c C.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments: G.
Middle/Junior HS, Science
State Goal 13: Understand the relationships among science, technology and society in historical and contemporary contexts. Standard B: Know and apply concepts that describe the interaction between science, technology, and society.
Describe how occupations use scientific and technological knowledge and skills.
1. correctly completed graphs
2. bibliography cards
for sources, reference and online
3. peer evaluations
based on teacher made rubric
4. top ten jobs �Quiz� 5. extra credit for
completion of mock ASVAB test
6. extra credit for
completion of resume
Science
Permission Granted for Duplication 11
Standards Aligned Unit/Lesson
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
• eLibrary (esp. reference module) • bigchalk • Science Textbook • Government pamphlets • Library resources • Web sites • Internet search engines • http://www.dmdc.osd.mil/asvab/ • http://www.usatest.com/asvab.html • http://www.monster.com • http://www.hotjobs.com • http://www.computerjobs.com
Suggestions from articles found in eLibrary database professional journal sources: �� Journal of Experimental Education �� Journal of Special Education �� Journal of Learning Disabilities � Education
1. Teacher should start class discussion with questions like the following:
�� What do your parents do for a living? �� What kind of job interests you? �� Do you know the difference between a job
and a career? �� What kind of skills do workers need in
today�s job market? 2. Students will read chapter in text about
technology and the way it has revolutionized the workplace.
3. Students will use note-taking skills to
summarize the chapter, highlighting the various job titles that were popular in the past.
4. Students should use library resources to find
information about other jobs and careers that were popular in different eras.
5. Students will work in groups of three to find
information about jobs in the past, technology jobs of the present, and jobs that will be popular in the future.
6. Using the information collected, students
should complete a spreadsheet on MS Excel that will be used to make a graph of popular careers of the past.
7. Student groups will have completed two
graphs, one for jobs of the past, one for jobs of the future.
8. Students will prepare 15 minute presentation
about how technology has impacted the job market and show trends using the graphs they compiled.
�� Chapter summary �� Chapter test
Science
Permission Granted for Duplication 12
Standards Aligned Unit/Lesson
D.Knowledge: -Recognize the various sources available: library resources, Internet, textbook, video, interviews with experts -Know how to use online databases like eLibrary -Know how to search the Internet -Be able to formulate appropriate questions
Reasoning: -Select relevant information from various sources -Evaluate web sites for relevance and accuracy -Organize materials for presentation -Support conclusion
Skills: Use Reader�s Guide to Periodical Literature, Reference Books, pamphlets, Internet sites, eLibrary database, note-taking skills, MS office software
Products: Proposal, PowerPoint Presentation, Excel Spreadsheet
E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students engage in research using
a variety of tools to find information about major societal problems.
2. Students evaluate hypothetical
situations to identify appropriate conclusions.
3. Students construct model for
proposal to �fix� problem.
Course/Grade Level, Unit A. Standard: B.
Benchmark: 11.A.4f C.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments: G.
Early HS, Science
State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. Standard A. Know and apply the concepts, principles, and processes of scientific inquiry.
Using available technology, report, display and defend to an audience, conclusions drawn from investigations.
1. compliance with Internet Usage Agmt.
2. Correctly written thesis statement
3. Finished and published proposal
4. PowerPoint presentation
5. adherence to MLA research standards
6. correctly composed bibliography cards
7. peer evaluation on teacher-made rubric for speech delivery
Science
Permission Granted for Duplication 13
Standards Aligned Unit/Lesson
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
Potential Accommodations: J.:
K.Follow-up: What activities will be used for remediation/extension?
1. Show pictures of social problems like deforestation, smog, overpopulation, etc. to hook students.
2. Students will read in text about the issues
facing our Earth. 3. Classroom discussion about these issues and
how they affect humankind. 4. Create a flow chart of the major issues in
today�s world. 5. Students choose an issue that they will
research. 6. Students will use library resources for
research, including Reader�s Guide to Periodical Literature, Reference Collection, Atlases, Card Catalogue, Online Collections Database.
7. Students will use eLibrary to find sources and
information about their topic. 8. Students will use Internet search engines to
find web sites related to their topic. 9. Students will work in pairs to develop
proposal based on their research. 10. Students will write bibliography cards for
their sources. 11. Students will prepare PowerPoint
presentation for their speech. 12. Student will present conclusions to the class
for peer evaluation.
• eLibrary • bigchalk • Science Textbook • Government pamphlets • Atlases • Library resources • Web sites • Internet search engines
Readings in professional journals available from eLibrary database. • Journal of Learning Disabilities
�Self-Management as a Strategy to Improve the Classroom Behavior of Adolescents with ADHD�, 1998
• Journal of Emotional & Behavioral Disorders
• Use bigchalk�s HomeworkCentral for further study of major world issues like global warming, overpopulation, smog, deforestation, etc.
• Study transcripts available on bigchalk for NPR talk shows specific to special topics.
Science
Permission Granted for Duplication 14
Standards Aligned Unit/Lesson
D.Knowledge: �� Recognize the various sources available:
grammar textbook, internet, guidebooks, tutors �� Know how to use eLibrary �� Know how to search the Internet for relevant
websites �� Be able to formulate questions �� Be able to assess usefulness of information
Reasoning: �� Select relevant information from various sources�� Evaluate websites and information for relevance
and accuracy �� Organize materials for outline and speech �� Use supporting evidence in speech and
documentation using MLA style
Skills: �� Use eLibrary and bigchalk�s HomeworkCentral
interface to access relevant information. �� Public speaking
Product:
• Outline and speech
E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will begin mini-research
process on famous authors and their works.
2. Students will become familiar with the mini-research process endorsed by bigchalk.
3. Students will use eLibrary to find information about their assigned author.
4. Student will develop and submit outline for mini-research project with a correctly written thesis which summarizes the research.
5. Student will write a mini-research paper which adheres to MLA standards for writing.
6. Student will develop and deliver short informative speech on assigned author.
Course/Grade Level, Unit A. Standard: B.
Benchmark: 5.B.5a C.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments: G.
Late HS, English
State Goal 5: Use the language arts to acquire, assess, and communicate information. Standard B. Analyze and evaluate information acquired from various sources.
Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms.
1. research strategies 2. correctly written
outline using MLA style
3. proper grammar and
spelling in writing 4. peer evaluation
based on teacher made rubric
5. using eLibrary quiz 6. eLibrary scavenger
hunt 7. grammar practice
exercises
English Language Arts
Permission Granted for Duplication 15
Standards Aligned Unit/Lesson
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
�� eLibrary online database �� bigchalk �� Grammar text book �� MLA stylebook �� Library resources �� Computer lab �� www.yahoo.com �� www.google.com �� www.netscape.com �� www.aol.com �� university and library websites �� encyclopedias and reference books
Suggestions from articles found in eLibrary database professional journal sources. �� Journal of Experimental Education �� Journal of Special Education �� Journal of Learning Disabilities �� Education
�� Teacher-made rubric for website evaluation
�� Group work and review �� Visual presentation for extra credit
1. Class should begin with the teacher reading an excerpt from a not-so-well-known author in order to create interest.
2. Discuss the reading. 3. Discuss the author extensively. 4. Suggest to the students that there are many
more authors who are not as famous as Emily Dickinson and Mark Twain.
5. Students should now pick an author from a list
that the teacher has compiled�the teacher mayalso accept research ideas for authors that the students may show an interest in but are not on the list.
6. Students will use eLibrary database to find
information about their author. 7. Students will document information according
to MLA guidelines. A review of MLA style may be added to the lesson as appropriate.
8. Students will use note-taking skills to
summarize the information found on eLibrary and other relevant sources.
9. Student will prepare and deliver 15-minute
presentation about their author. 10. Extra credit will be awarded if the student also
reads an excerpt from a work by that author. 11. Students should prepare a list of titles by that
author to suggest to the class for further reading.
English Language Arts
Permission Granted for Duplication 16
Standards Aligned Unit/Lesson
D.Knowledge: �� Recognize the various sources available: library
resources, Internet, textbook, video, greeting cards, music, periodicals, television.
�� Know how to use eLibrary to access literature �� Be able to use bigchalk�s HomeworkCentral
interface to access literature and criticism
Reasoning: �� Evaluate relevant information for various sources�� Evaluate websites for relevance and accuracy �� Read critically to determine patterns �� Read critically to determine style
Skills: Use the Complete Works of Shakespeare and The World�s Best Poetry on the eLibrary database reference module to find examples of literary products with criticism.
Product: Use MSWord template to develop knowledge cards for each title read. Use MSExcel to create spreadsheet that illustrates common characteristics.
E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will review knowledge
cards for each literary work that has been read in class.
2. Students will compile a list in MS
Excel of the similarities within the different genres and authors.
3. Students will read critical reviews
of literature to enhance their own conclusions and thoughts.
4. Students will be able to identify
literary forms they read.
Course/Grade Level, Unit A. Standard: B.
Benchmark: 2.A.3c C.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments: G
8th Grade, English
State Goal: Read and understand literature representative of various societies, eras and ideas. Standard A. Understand how literary elements and techniques are used to convey meaning.
Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction).
1. Knowledge Cards properly completed.
2. MS Excel
Spreadsheet completed with information shared in class.
3. Summarized
criticism.
4. Matching genres quiz.
5. Identifying literary
devices. 6. Extra credit for
creativity on knowledge cards.
7. Extra credit if cards
are bound.
English Language Arts
Permission Granted for Duplication 17
Standards Aligned Unit/Lesson
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
1. Teacher should start the lesson by asking the students to recall different titles of literature that they have read both in the classroom and on their own.
2. Remind the students that they have kept
knowledge cards with all pertinent bibliographical and summarization information for the titles that they have read in class.
3. The students should begin to review their
knowledge cards to look for similar characteristics in the literary forms.
4. The teacher may give the example that poetry
is often written in stanzas rather than paragraphs and that the first letter of each line is capitalized.
5. Students should review basic elements of a
short story: plot, setting, point of view, characters, and theme.
6. Students should read biographical information
about authors to find their preferred genre. 7. Working in groups, students will fill in
spreadsheet with details from the different titles they�ve read.
8. Students will search eLibrary to find
information about specific authors and literary pieces.
9. Students will use bigchalk.com resources to
find information about specific authors and literary pieces.
10. Students will be able to list characteristics
common to a literary form based on information found in investigation.
�� eLibrary reference collection for examples of literature
�� eLibrary periodicals collections for samples of criticism on specific works
�� eLibrary collections of Monarch Book Notes for further information on criticism and specific literary titles.
�� bigchalk�s HomeworkCentral interface for relevant and accurate websites.
�� Reading textbook �� Knowledge cards �� Computer lab �� Library resources
�Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities� ; Journal of Special Education M. Cathleen Gardill, Asha K. Jitendra; 04-15
�� Plot diagrams �� Review peer knowledge cards �� Work with peers to develop spreadsheet�� Graph that translates spreadsheet
information
English Language Arts
Permission Granted for Duplication 18
Standards Aligned Unit/Lesson
D.Knowledge: • Recognize and understand political symbols. • Become familiar with social and political
commentary. • Understand the historical significance of political
cartoons.
Reasoning: • Develop opinions about news events. • Engage in debate on current issues; prepare
arguments and rebuttals to support position.
Skills: • Research/note taking • Team work • Pubic speaking • Written communication
Products: • Note cards for debate • Presentation • Essay
E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will explore significant
events in the news through an investigation of political cartoons.
2. In groups, students will select a
particular issue in the news for further research.
3. Research is conducted in
preparation for a 5-minute in-class debate. Students should prepare both persuasive arguments supporting their side of the issue, as well as counter arguments for members of the class on the opposing side of the issue.
4. Students will write a 1-2 page
essay summarizing their issue and their opinion on the topic.
Course/Grade Level, Unit A. Social Science, Early HS
Standard: B.State Goal 14: Understand political systems, with an emphasis on the United States. Standard D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations.
Benchmark: C. 14.D.4 Analyze roles & influences of individuals, groups, and media in shaping current debates on state and national policies.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments: G.
1. Ability to locate and accurately analyze data (research skills and evaluation)
2. Logical organization
of arguments. 3. Position on issues is
expressed clearly and fully.
4. Peer evaluation 5. Organization and
technical accuracy of essay.
Social Science
Permission Granted for Duplication 19
Standards Aligned Unit/Lesson
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
• Speaking drills for students needing practice in public speaking.
• Review/critique of local or national politicians engaged in debate.
Social Science
1. Teacher will begin by reviewing some of the common themes, symbolism, and historical significance of political cartoons.
2. Students review several online and print-
based sources in order to gain more experience with analyzing political cartoons.
3. Students select a particular current event/
issue depicted by one of the cartoons reviewed in class.
4. In groups, the students conduct research on
the current event, noting meaningful events, dates, and facts on 3x5� index cards.
5. Students synthesize their index cards and
develop arguments and rebuttals in preparation for in-class debate.
6. A mock debate is held in class prior to the
actual debate, giving students an opportunity to practice their arguments.
7. The debate event is held. Students conduct
a peer evaluation that was developed by the teacher.
8. Students write an essay summarizing the
issue and their opinion of the issue.
• bigchalk/NPR Daily Election 2000 lesson plans, audio files, etc.
• Political science journals in eLibrary:
The Nation National Journal The New Republic
eLibrary: • Natural language searches on the
following. Limit search to reference books only:
Politics in cartoons First political cartoon
• Phrase search on �political cartoon�.
Sort results by date to get current articles.
Web Resources: �A Brief History of Political Cartoons� http://xroads.virginia.edu/~MA96/PUCK/part1.html Political cartoons in the history of American journalism: http://www.boondocksnet.com/gallery/pc_intro.html
Permission Granted for Duplication 20
Standards Aligned Unit/Lesson
D.Knowledge: • Understand map scales and representations • Understand appropriate sources for information • Competency in searching online databases, such
as eLibrary
Reasoning: • Select relevant information from research tools. • Organize information for brochure and outline • Use supporting data in presentation
Skills: • Research and note-taking • Use of electronic research tools, including
eLibrary, HomeworkCentral, card catalogue • Public speaking; integrating visual aids into a
presentation
Products: • Student-created travel brochure • Five-minute oral presentation
E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students engage in research using
online and print-based tools to find information on a particular state.
2. Students make decisions regarding
the relevancy of information found to the print and presentation assignments.
3. Students synthesize notes. They
create an outline by which to present geographic information in a travel-brochure format.
4. Students determine what
information should be included in oral presentation, select appropriate visual aids, etc.
Course/Grade Level, Unit A.Late Elementary, Social Science
Standard: B.State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
Benchmark: 17.A.2b C.Use maps and other geographic representations and instruments to gather information about people, places, and environments.
F.Scoring Criteria-On what traits will student responses be evaluated?
Assessments: G.
4. Sources and strategies used in research process
5. Correct grammar and
spelling in writing 6. Accuracy and depth
of information 7. Organization and
preparation for presentation
5. Peer-evaluation on in-class presentation.
6. Adherence to MLA
standards. 7. Extra credit may be
awarded for preparing a provisional estimate of travel costs.
Social Science
Permission Granted for Duplication 21
Standards Aligned Unit/Lesson
eLibrary Classic: Run searches on Thomas Nast, creator of the famous Republican Party elephant cartoon.
Searches: • Who was Thomas Nast • When was the Republican Party
elephant cartoon first published HomeworkCentral Learning Links: • Communication -> Special Subjects
-> Debate -> Speech & debate skills Other web resources: Professional Cartoonist Index & Teacher Guide with lesson plans and study guides (http://cagle.slate.msn.com/teacher/)
H.Instruction: What activities will students engage in to help them perform well on the assessments?
I.Resources:
J.Potential Accommodations:
K.Follow-up: What activities will be used for remediation/extension?
eLibrary Classic: • Run searches on specific states.
Relevant sources include Columbia and World Book Encyclopedias.
• Run natural languages searches on
historical topics: What is cartography Who was Ptolemy
Note: For best results, limit search to reference books only. HomeworkCentral Teacher Resource Center:Students create their own maps. • Teacher resources -> Subject Resources
-> Social Studies -> Tools HomeworkCentral Learning Links: • Geography -> Introduction -> Map
Basics -> • U.S. History -> State Histories
1. Teacher will provide a broad-based overview on the diversity of cultures across the U.S. This diversity should be communicated to students in relation to the people and geography of the country. Students may be asked to share travel experiences they have had and the ways in which the people and geography of that area differed from their own experience.
2. To stimulate thinking, engage the class in
an activity in which students work in groups. Each group should have a different geographic region (northeast, southeast, etc). Using what they already know about that area, ask students to apply their knowledge to what they imagine to be the lifestyle of people in the area.
3. Assign individual students to states that are
within the region they just discussed. 4. Students are to conduct research to learn
about the history, geography, and people of the state. Students should create bibliography cards and note search strategies used with electronic research products.
5. Students will synthesize their notes and
develop an outline and layout for a travel brochure promoting their state.
6. Students should include relevant graphics
and photos for the area. 7. Students will assume the role of �travel
agent� and make an oral presentation (not to exceed five-minutes) describing the state. The presentation should be persuasive in describing the reasons why others would want to visit the state.
8. Members of the class critique the
presentation.
• Integrate economics/currency into the lesson by giving students play money. They vote on their favorite destination by deciding how to spend their budget.
• Students create their own maps (see Resources, above)
Social Science
Professional resources from eLibrary: �Collaborative Speech and Language Services for Students with Learning Disabilities�, Journal of Learning Disabilities, Linda K. Elksnin; 07-01-1997