This site created by Primary Source provides teachers with a key event in African American history for every day of February. For each key event, the site provides links to websites which may include primary sources and lesson ideas.
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The following 90 minute lessons are a culminating project for a novel unit on Children of the River by Linda Crew. The book shares the struggles of Sundara, a Cambodian teenager who escapes from the Khmer Rouge and ends up in an American high school in Oregon. Once in the USA, Sundara faces new struggles of trying to fit in with her classmates while honoring her familyŐs Cambodian traditions. Before reading this novel, students read and discuss conflicts/genocides around the world that took place prior to the Khmer Rouge era in Cambodia. The conflicts discussed were: the Colonists and the Native Americans, the Armenian Genocide, and the Holocaust. After reading the novel, a survivor of the Cambodian Genocide spoke with the students. Classes also watched the movie "New Year Baby."
These three lessons are part of an interdisciplinary unit entitled "Cambodia: Past and Present" that focuses on the history of Cambodia beginning in the Funan Period extending to modern time. Through Cambodian literature, written reflections, slide shows and film, this integrated unit is targeted for grade eight students who will learn about Cambodia in their English, social studies, and writing classes. The essential understanding for this unit of study is that the importance of people's life journeys is to integrate their pasts with their present.
This 3-lesson unit is intended for upper-elementary students (grades 2- 4) in general music classes. Students will explore themes and methods of celebration that are common in many cultures while learning to sing and play an instrumental accompaniment for a Cambodian song, and explore formal and informal dance traditions of the Cambodian culture. At the Murkland School, in Lowell, Massachusetts, this unit is part of a school-wide project that culminates in a celebration of Cambodian New Year in April to which families are invited. The celebration includes modeling of traditional and modern Cambodian dance, music, instruments, clothing, cuisine, and folklore.
This video will help students, particularly those not in AP-level classes, have a practical application for knowing about the major divisions between plants, particularly about the details of plant anatomy and reproduction. Students will be able to :Identify the major evolutionary innovations that separate plant divisions, and classify plants as belonging to one of those divisions based on phenotypic differences in plants. Classify plants by their pollen dispersal methods using pollen dispersal mapping, and justify the location of a _crime scene_ using map analysis. Analyze and present their analysis of banding patterns from DNA fingerprinting done using plants in a forensic context.
The authors of this unit define the characteristics of "civilization" and present Chinese culture and history in light of these characteristics. The original eight-week unit is available in the Primary Source library; four lessons are presented here: an introduction to the elements of civilization, Chinese dynasties, Chinese philosophy and the importance of silk to China's economic history.
A Curriculum Unit Developed to Support the Grade 4 Gifted and Talented Program. This web unit includes several lessons, classroom activities, a slide show, as well as web and bibliographic links. It uses the motif of the dragon in Chinese folklore to discuss aspects of Chinese literature, mythology and political history. This unit was designed by a librarian to be used by classroom teachers in cooperation with library-media specialists.
This unit of social history examines Traditional Chinese Family Values, Revolutionary Chinese Family Values (1950-1980) and Modern Chinese Family Values (1980-present).Length: The entire unit can fill seven weeks (35 days) if every activity is completed, but teachers can easily omit or add activities.Target grades: 11th /12th (many activities appropriate for 9th/10th grades)Teaching activities utilize Howard Gardner's multiple intelligences theory (linguistic, logical, spatial, kinesthetic, interpersonal, and intrapersonal).Topics: Confucianism, Cultural Revolution, Tian'anmen Square Demonstrations, one-child policy, economic reforms
This form of painting became popular during the Cultural Revolution in China (1966-1976). Images depicting people's every day lives became a natural focus under the regime of Chairman Mao. Artists in places like Hu County in Shaanxi Province (near Xi'an), where these painting were made, were discovered and became popular. This particular series of Peasant Paintings, by a mature, female artist named Dong, were done in a studio production method.The peasant paintings depict festivals and daily routines: preparing food, doing laundry, traditional parades (lanterns, dragons), animals and fish. Some tell stories with symbolism. This curriculum resource will provide potential lesson topics and areas of discovery and a set of images for teachers of art, Chinese culture & history at elementary, middle and high school levels. The paintings may serve as supplementary visuals for K-8 teachers of science, and geography.
Sushi, anime, Hello Kitty Đ these are a few of the most well-known products that have become symbolic of Japan. However, sushi is a delicacy and therefore not something that most Japanese eat daily, the popularity of anime varies across the country, and not everyone is a zealous Hello Kitty fan. The purpose of these activities, then, is to go beyond the stereotypes often associated with these popular products and examine aspects of Japanese culture that reveal fundamental values in Japanese society. Specifically, the primary sources chosen here all reflect careful attention to detail and presentation as well as efficient, thoughtful, and creative use of limited time and space. The classroom activities that go along with the primary sources have been designed to help young students recognize similarities and differences between Japanese culture and their own.
These three lessons are part of the overall unit called, "How does my Cambodian Culture Affect Who I Am as a Student?" In the lessons, students will compare their Cambodian school culture to that of the United States. They will address the similarities and differences and will discuss the preconceived notions they had about school in America and how their culture affects who they are as students in the American school system.The lessons are geared for newcomers (ESL students) from Cambodia to the United States, grades 5-8. Their language proficiency is at various levels so instruction should be differentiated.
In the media and in the classroom, much emphasis has been placed on India's stunning economic growth since the 1990s. Less attention has been paid, however, to the consequences of the country's rapid industrialization on the nation's people and natural environment. Like many other developing societies throughout history, India's economic progress has resulted in environmental degradation, natural resource depletion, and increased consumption and waste, thereby threatening people's health, access to resources, and traditional ways of life. Using case studies on pollution in the Ganges River, coal mining in Jharkhand, and data comparing the country's total and per capita energy consumption, this cluster explores, and places within a global context, the pressing environmental and human challenges brought by India's industrialization.
Students choose a question to explore, research it using a variety of resources, organize their information on a TCF chart, and then collaboratively write a class scientific explanation.
What should the United States do when it becomes the largest Spanish speaking nation in the world?Grade: 11-12Overall Goal: Students will be expected to form an opinion on what actions the United States government should take by or before the year 2050, the year when the US is projected to have more Spanish speakers than any other nation, with more than 30% of Americans speaking Spanish. The student will then support their opinions with research and tie their opinion with their resources in an informative and persuasive letter to their local Congressional representative. This letter will then be translated into Spanish and both copies will be sent to the representatives of their district. They will also be asked to create and share with the class a video of their own stances and reasoning. StandardsLearning ObjectiveAssessmentLearners use the target language to expand their knowledge of and make connections among multiple content areas 3.5.2- Implement content area concepts and skills through relevant activities- Students will identifyfind three different, factual pieces of evidence - Students will compose professional, persuasive letters in both Spanish and English- Students will create a 2-3 minute video that shows their opinion and why they believe thatThe students letters and videos will be graded on two separate rubrics. The videos will be rated on scales of 1-3 for creativity, use of sources, logical flow, and strong intro, body, and conclusion. The letter will be graded on scales of 1-5 for logical flow, professionalism, grammar, correct translations/conjugations, separation of ideas, introduction and persuasion skills. Key Terms & Definitions: Bilingual: the ability to speak two languagesProficient: showing competency in somethingFluent: having the ability to express oneself with little trouble (even in another language)Non-Native speakers: people who speak a language but learned it outside of the homeNative speakers: people who speak a language they learned at homeInstituto Cervantes: worldwide non profit made by the Spanish government named after Miguel de Cervantes, author of Don Quixote Latino- people of Latin American descendancy, an ethnic groupHispanic- Spanish speaking countries or people who speak SpanishContent Farm - any website that appears high on a search engine’s search list with low quality content, trying to get large amounts of screentime to make money from ads Lesson Introduction (Hook, Grabber): To begin this lesson the students will be presented two videos. One video will bring up the topic of discussion, the main crux of this assessment: the fact that by 2050 the United States will become the largest Spanish speaking nation in the world. The video does not go on to propose any solutions or what we as the American people should do about it. The following video, however, shows a clip of President Donald Trump, in a Republican debate, saying the quote “We are in a country where we speak English, not Spanish” where the crowd responds with applause. This contrast of opinions currently in the United States on the subject will set the stage for when I will pose the question to the class. What should the United States do when it is the largest Spanish speaking nation in the world? I believe the students will be engaged in the question because of the polarizing effects of President Trump. He stimulates opinions in a majority of people, whether they are positive or negative, and with his inclusion into an already tantalizing discussion question I believe the students will be very interested and involved in the question and ensuing classwork. Lesson Main: After watching the video the guided research worksheet will be passed out. The students will be given two days of class time to use their devices or the computer lab to research evidence that supports their opinion. They will need to list three of the separate websites visited from which information was gathered. Each source must have all three of the following: author name, date of publication, and document title If a site is missing any of these things it will not be considered a valid source for them to use. The three criteria must be recorded on the guided research worksheet. Day 1 & 2: During class the first day I will give them a brief talk about ‘content farms’ and what sites to watch out for when composing arguments based on factual evidence (i.e Wikipedia, LiveStrong, Ask). Day 3-5: Once those two days of research are done they will then be asked to create a video in small groups of no more than four people, all of which must have the same opinions. This video will be about why they believe in what they do and to give at least three facts to support their opinions. These videos will be created during the next three days of class which will start the day I show my example video. I will explain the process of how I made the example video using iMovie. This will include my original recording of just my drawings on a whiteboard, putting the clip on to iMovie to adjust the speed of the video, recording my voice to match the video, and then the combination of the two. The students will be show how to work iMovie, record audio, record video, and then string the two together. The video will be a formative assessment of the cross curriculum learning being done, evaluated on it’s own separate rubric. Lesson Ending: Day 6 Before the final summative assessment is given, students will be first asked to share their videos. Students will be encouraged to take notes on each of their classmates videos. They will record information like what their opinion is, their three pieces of evidence, and their own opinion on if the evidence was worthy enough to convince a total stranger of that opinion. These will all be written down on a separate worksheet given to them. At the end of each video the group or individual will have the opportunity to answer any questions the audience may have about their opinion or their evidence they used to reinforce it. Once all students have done this they will be asked to watch the screencast which I have made for them. This will explain to them how to set up the beginning of a professional letter in both Spanish and English. This professional letter will be the final, culminating assessment of the entire project. The students will be tasked with compiling their opinions and evidence, having the opportunity to change/alter their evidence or even opinions after viewing videos of other class members, into persuasive letters. The letters, written by themselves, will be first drafted in English and focus on explaining the coming situation in 2050 when the United States becomes the largest Spanish speaking nation in the world. They will also explain what they believe should be done about this situation and why, citing their research. These letters will be professional and sent to local representatives to Congress; however, they will not be sent until they are translated into Spanish and both copies of the letter are in the correct, professional layout, printed, and signed. Afterwards, other copies of the letters will be turned in to me and evaluated using another rubric. The day the letters are turned in, the class will have a quick, anonymous vote (the classic closed eyes, raised hands) to show what the class believes should be done: make the US bilingual, make English the official language, or leave it as is and continue like we have been. Once this decision has been reached, the class will come up with their three most important reasons why they believe it should be this way and their decision will also be posted above their letters on the wall. Assessment Rubric: Video RubricCATEGORY3- Above Standard2- Standard1- Below StandardCreativityThe video was original and showed strong effort was put forthThe video was original and showed some effort was put forthThe video was not original and showed no effort put forth.Use of SourcesSources to back opinions were strong and prevalent through the video.Sources to back opinions were good and semi prevalent through the video.Sources to back opinions were weak and not prevalent through the video.Defined Intro, Body, and ConclusionThere is a well defined introduction, body, and conclusion with transitions.There is an introduction, body, and conclusionThere is no definitive introduction, body, and conclusion.Logical FlowThe video flows as a whole with one topic leading into the otherThe video goes through multiple different topics, yet does not have logical transitions between themThere is no order to the video and it does not follow a logical series of events. Letter RubricCATEGORY5 - Exceeds Standards4 - Above Standards3 - Meets Standards2 - Approaching Standards1 - Below StandardsProfesionalismThe letter demonstrates a strong sense of professionalism and respect for the receiver. The letter is formatted correctly and professionally.The letter demonstrates a good sense of professionalism and respect for the receiver. The letter is formatted correctly and professionally.The letter demonstrates a standard sense of professionalism and respect for the receiver. The letter is formatted correctly and professionally.The letter demonstrates a weak sense of professionalism and respect for the receiver. The letter is not formatted correctly or professionally.The letter demonstrates no sense of professionalism or respect for the receiver. The letter is not formatted correctly and professionally.GrammarThe letter has no grammatical mistakes or punctuation errors.The letter has a few grammatical mistakes or punctuation errors.The letter has some grammatical mistakes or punctuation errors.The letter has a lot of grammatical mistakes and punctuation errors.The letter is littered with grammatical mistakes and punctuation errors.Logical FlowThe letter has a clear introduction, body, and conclusion. There are no tangents and all opinions are supported with evidence.The letter has a clear introduction, body, and conclusion. There are a few tangents and almost all opinions are supported with evidence.The letter has an introduction, body, and conclusion. There are some tangents and most opinions are supported with evidence.The letter has an unclear introduction, body, and conclusion. There are a lot of tangents and few opinions are supported with evidence.The letter has no clear introduction, body, and conclusion. There are several tangents and no opinions are supported with evidence.Correct Translations/ConjugationsThe Spanish copy of this letter reflects the same points and evidence that the English version does. There are no verb conjugation mistakes.The Spanish copy of this letter reflects most of the same points and evidence that the English version does. There are few verb conjugation mistakes.The Spanish copy of this letter reflects a majority of the same points and evidence that the English version does. There are some verb conjugation mistakes.The Spanish copy of this letter reflects few of the same points and evidence that the English version does. There are a lot of verb conjugation mistakes.The Spanish copy of this letter does not get across the same points. The letter is littered with verb conjugation mistakes.Separation of IdeasEvery opinion is fully developed and thought out. Each one has many supportive details and information to back them up.Most opinions are fully developed and thought out. Each one has some supportive details and information to back them up.A majority of the opinions are fully developed and thought out. Each one has a few supportive details and information to back them up.Some opinions are fully developed and thought out. Each one has a some supportive details and information to back them up.None of the opinions are fully developed or thought out. Each one has no supportive details or information to back them up.Introduce Topic/Use Persuasion SkillsThe topic was thoroughly introduced and the use of persuasive skills was strong throughout the letter.The topic was well introduced and the use of persuasive skills was good throughout the letter.The topic was introduced and the use of persuasive skills was evident throughout the letter.The topic was kind of introduced and the use of persuasive skills was in parts of the letter.The topic was not introduced and no persuasive skills were used at all. Resources / Artifacts: Hook/Grabber Videos-Newsy with the Why:https://www.youtube.com/watch?v=XMf-luVOKocTrump in Republican Primary Debate:https://www.youtube.com/watch?v=eNjcAgNu1Ac Lesson Main Resources-Guided Research: https://docs.google.com/document/d/1xmAJ32oeKlwWp42S5f-Im5IyUblMg8L7lPankZI-9B0/edit Video Notes: https://docs.google.com/document/d/1mXRVSFh5oMYJPFon-0ynkGQDWT6vHPLltFf5vnesxLs/edit Example Video-https://youtu.be/lT3gbN9MTrA Screeencast- Writing Final Letter: https://drive.google.com/open?id=0Bywn_ulH7UpGQy1XX2NINDRVcEk Differentiation: High ability students:will be expected to make a references page at the end of their video and cite all references according to APA style guidelines Students with different, lower abilities:will be permitted at least one content farm as a piece of evidence 3. Students with different backgrounds:may use their experiences as one of their three pieces of evidence 4. ESL students:may compose their first draft of the letter in Spanish and translate it to English 5. Students without access to the internet/electronic devices:will be given access to the lab during my classwill be allowed to come and work with me during my prep period on their videos Anticipated Difficulties: The students have the possibility to run into some problems along the way. These problems may include finding quality sources, not having a large enough vocab in Spanish to translate their letter accurately, and/or not enough knowledge of conjugations to translate their letters well. If students have trouble finding quality sources I will have a list of my own few sources for each argument. I will point them in the direction of Google searches which should yield at least one of the websites on my list for them to explore. If the students do not feel that they have a large enough vocab in Spanish to translate the letter using words that get the exact point across they want, rather than the same general idea, I will have Spanish-English dictionaries for the students to use in class or a website which they can use at home. If their knowledge of conjugations is lacking because they have not experienced a certain type of conjugation in Spanish that they are comfortable using in English I will personally step in to explain how the verb should be conjugated in the situation and why.
This Problem-Based Learning Assignment addresses the following questions:
- When do Americans have the right to privacy?
- Are there ever any circumstances where Americans should give up certain rights to privacy in order to have greater security measures to be protected by the government?
Grabber: a John Oliver video and two articles about snapchat and internet privacy, relevant to students' worlds
Introductory mini lesson is included
In the Culminating Activity students are researching the FBI v. Apple debate. They are split into four group sand must collaborate together to come up with a stance their perspective would agree with alongside historical events in history that support their side.
Working together to identify appropriate ways to stray from a lesson plan, Urban Academy teachers discuss botht he purpose and process of facilitating discussions centered around learning goals while still letting students determine how the discussion develops. Terry Weber begins by asking the other teachers about how they stray from their lesson plans during discussions. Sheila Kosoff explains how she doesn't plan specific discussions but identifies topics that should come up during the discussion and uses student comments to develop those ideas. Avram Barlowe adds that students will always bring up interesting topics and go on meaningful tangents, but that the teacher's role to connect the tangents to learning goals and bring them together. Out of the teachers' collaboration, four criteria for "abandoning" lesson plans are identified: know your underlying goals, let students lead the discussion, be willing to explore tangents and keep track of the issues being raised.
Sheila Kosoff joins fellow teachers, Adam Grumbach, Avram Barlowe and Terry Weber to reflect upon class discussion around a given text and how questioning facilitates a rigorous discussion. Avram talks about the importance of asking open-ended questions that invite multiple interpretations. Terry adds that effective questions sometimes allow students to explore the meaning of different words and notes that Sheila's comments encourage students to consider these multiple meanings. The group discusses how they determine whether or not they let students discover things themselves or draw their attention to specific ideas and consider how effective questioning helps students develop papers because they are better able to engage with the text. Out of this discussion, three components of effective questions are identified: askiing open-ended questions, inviting different interpretations and using questions to focus the debate.
Building a culture of respect while still challenging students to share their voices requires thoughtful and careful facilitation by the teacher. Urban Academy teachers discuss the roles they play across subject areas to develop this respect in their school and how consistency across disciplines helps to establish respect among students. Three guiding principles come out of the teachers' reflection that foster a culture of respect. Teachers do not allow personal attacks, asking students to instead 'attack' ideas instead of people. In facilitating discussions, teachers avoid questions with 'right/wrong' answers, recognizing the value of all students' responses, and arbitrate fairly so that students trust teachers to manage sometimes controversial subjects fairly.
Sheila Kosoff, an Urban Academy Literature teacher, facilitates a discussion with her students about the main character in Nabokov's Lolita. Using an inquiry-based approach, Sheila asks students to consider the psychology of the main character, Humbert, as the novel progresses and as their perception of him changes. Students are encouraged to share their ideas and the discussion is shaped by students' responses and ideas. Sheila reflects on her preparation for the discussion and notes that she must over-prepare for class, reading and underlining the text so that she is ready for the discussion to take many different paths. She uses textual evidence to challenge student thinking, though it may not change their ideas or perspectives.
Students at Urban Academy High School share how they feel respected and valued at school. Sheila Kosoff, English teacher, talks about how she uses the inquiry approach to foster this culture of respect in which student voice is valued. Students are shown discussing Nabokay's Lolita. Sheila asks her class questions using specific passages from the text and guides the discussion by inviting student responses, making connections, and respecting different voices. Sheila says that teachers need to over-prepare when using the inquiry approach and be patient when soliciting responses from their students. As the discussion progresses, students cite evidence from the text, building arguments and expressing their opinions on the text. Sheila has students read passages from the text, reread, bring up questions, and form opinions. Sheila then talks about how she uses discussions to help prepare her students for writing.