As diseases become stronger in nature, currently available antibiotics are no longer strong enough to suppress and cure said diseases. Therefore, what factors contribute to diseases becoming resistant to drugs and what public policies should be developed around them? In this problem-based learning module, students will work with partners or in groups to first assess the increasing problem of drug-resistant diseases and the toll they are taking on the American public. Additionally, students will work to investigate what hospitals and lawmakers are doing to address this problem. Once students understand and are familiar with the current state of affairs, they will then work to further understand and research exactly why this issue needs to be brought to the attention of the general public, in order to promote change to current hospital procedures and policies. Further, students will determine the current political climate and support (or lack thereof) for policy, and will analyze the interest in keeping, changing or removing said policies altogether. Once the group has a full understanding, students will then work to determine their position on the issues surrounding antibiotic resistant diseases and the policies associated with these diseases. As soon as the group reaches a consensus, students will work to research and determine a professional way in which to present their goals and objectives for curbing the issue of drug-resistant diseases.
8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.
This lesson is intended to be taught over multiple days, focusing on Chapter XIII: Two Thousand Miles for A Five-Minute Speech from Up From Slavery by Booker T. Washington. The students will also complete a close read of The Atlanta Exposition Address by Booker T. Washington. Through the two texts, students will read about the events that led Booker T. Washington to deliver a speech at the Atlanta Exposition. Students will write and deliver their own speech, supporting their arguments with claims and evidence. Image source: "Booker T. Washington" by skeeze on Pixabay.com
Lesson OverviewThis is a close reading lesson of “Little Things Are Big” by Jesús Colón . This text was featured in a newspaper column written in the 1950s. The essay is an introduction to the concepts of conflict in literature.Lesson FocusHow do the perceptions we have of ourselves and of others create conflicts?Student OutcomesStudents will be able to determine how the conflict in “Little Things Are Big” was influenced by outward (physical) identifiers as well as infer how the conflict may have been different if the main character would have made a different choice. Image source: "Menschen, Offentliche..." by Tim Savage on Pexels.com.
In this lesson, students read informational pieces about whether or not schools should teach cursive writing. They will evaluate the arguments presented and then choose a side of the issue. Finally, they will write their own arguments expressing their points of view.
This inquiry by Cynthia Yurosko, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry provides students with the opportunity to analyze, through the evaluation of words, how conflicts between the U.S. government and Native American tribes arose. Students will be asked to investigate federal reports, speeches, and news reports to discern U.S. leaders’ perspectives and compare these biases to the words of Native American leaders Chief Red Eagle and Chief Tecumseh.
In this problem-based learning module, students will examine various forms of media and the ways that it can influence personal and social behavior. They first will work in stations to examine different types of media and explore what that media is while also addressing how it makes them feel. Afterward, they will work in small groups to create their own influential piece of media which communicates a problem they feel is facing their school.
Every media source has a story to tell--a driving purpose. The media that people consume largely shapes their world views. The US public is becoming more divided partially due to the consumption of increasingly biased news. As a critical consumer of media, It is important to be able to separate fact from opinion. In this unit, adapted from the high school version, students will become critical consumers of news, by identifying media bias in order to become better informed citizens. NOTE: This unit has been adapted for use at the middle school level from the resource Identifying Media Bias in News Sources by Sandra Stroup, Sally Drendel, Greg Saum, and Heidi Morris.
- Educational Technology
- English Language Arts
- Composition and Rhetoric
- Reading Foundation Skills
- Reading Informational Text
- Political Science
- Material Type:
- Lesson Plan
- Student Guide
- Unit of Study
- Amanda Schneider
- Sandra Stroup
- Sally Drendel
- Heidi Morris
- Megan Shinn
- Date Added: