week+2

Please review the power point

answer the following assignment: Please notice that this assignment includes two parts - the lesson plan need to be submitted in the table, and the reflection part need to be submitted in by using the discussion tap under week 2. the submission of the reflection upon the lesson plan will be due Friday 12:00pm.

__**Dear students, for this assignment, i prefer if you submit it as word file.**__  **//Big Picture / Rationale //** - Today’s material fits into the rest of chapter in our book (Chapter 12 – Establishing World Trade Routes, 1000-1500. This lesson will tie in nicely with the lesson that we had yesterday on the history of how the various trade routes across the world were established. Teaching the students about the geography surrounding these trade routes will show them how and why the trade routes were developed. It will also give the students an understanding of what goods were traded and why.   - State Standard:    o 4.1.3 – Trade Networks & Contacts     **//Outcomes / Objectives //**   - I want my students to be able to recognize/understand the role that geography played within the establishment of world trade routes from 1000-1500 as well as understanding the roles that geography still plays today for trade across the globe. - By doing so I hope that my students can improve their critical thinking skills by drawing a connection between geography and the actions people have taken throughout history, especially when it comes to world trade. - I want them to know the trade routes of the world from 1000-1500, who operated across these routes, and what goods were traded and why.  **//Opening Activity //** - Start: 5-question quiz – based on the previous day’s lesson, form of assessment - Next: Explain the Class agenda for the day, set-up the class  **//Activities //** - Lecture – during the beginning of the lesson I will begin with a short lecture to introduce some basic information on the role of geography at this time (may 5-10 minutes, if that) - World Geography Relief Map Activity – This activity will include a world relief map on the PowerPoint in color and a world map hand-out for my students where they will have to answer questions by looking at the world map and drawing their own conclusions in which geography affected world trade routes and their establishment. - Class Discussion – After the students have had ample time to answer the questions from the Relief Map Activity, we will come together as a class and discuss the questions that they had to answer during the exercise. - Resources – I am planning on using PowerPoint, a question hand-out, a world map hand-out, and the textbook to my advantage so that my students will have several venues in looking at what I want to them learn/know. - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Connection – I will connecting this topic to my student’s lives by presenting them with examples in how geography effects what they buy today, such as certain foods and electronic materials over the internet, etc.  **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Examples / Questions //** - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What roles did geography play in establishing world trade routes during this time period, 1000-1500? - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What roles did it play within Europe? Africa? The Middle East? Asia? And the Americas? - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How can you make a connection with how geography effect trade during this time period, 1000-1500, and how it effects trade today? - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What goods were traded across the trade routes and why were these goods traded? In answering this question think about how geography might have factored into the trade of certain goods.  **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Management //** - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I am concerned about giving the students enough time to complete the World Geography Relief Activity, while at the same time giving them enough time to have a good classroom discussion within the same class period. This is why I think that the short question and short introductory lecture will not take very long as I want to spend the majority of the period on these two activities. I would like to give my students about 15-20 minutes for the Map activity and 20-25 minutes for the discussion. Students are encourage to freely express their answers, work in groups on the activity, and ask questions - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I think that if I spend 35-45 minutes on these two activities, I will have ample time to introduce the lesson and provide a short summary at the end of class. - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I expect the students to be vocal within this lesson because this class is designed for them to talk and be engaged as long as they are not too loud.  **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Adaptations //** - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I have adapted this lesson, so that many types of students can be involved within the lesson in different ways. That is why I have the map on the PowerPoint screen and the hand-out map with questions as well so that visual learners can learn as well as visually impaired learners. Also allowing them to work in groups may help students who are not very vocal become more vocal because they are working with their peers. The discussion may also help people who like to vocal to participate in a positive way with their vocal skills.
 * Name of the student || assignment 2 ||
 * Cory May || **__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Lesson __****<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">: The Geography of World Trade, 1000-1500 C.E. **

 **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Materials / Supplies //** - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Textbook: The World’s History – Chapter 12 - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">PowerPoint Presentation with a Satellite Relief Map of the World - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Individual Hand-Out of this map to students - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Worksheet with questions for the students to answer based off of looking at the relief map of the world  **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Assessments //** - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">5 question quiz – formal assessment for the previous day’s lesson - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">World Relief Activity & Questions – a hybrid formal/informal assessment where the students have to answer questions and draw their own conclusions on the role that geography played within the establishment of world trade routes - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Class Discussion – Another formal/informal assessment that provides the students to present their conclusions and discuss them with me and their classmates. This is informal because, I will throw out some new questions to test their knowledge and connection between themes. - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">World Map Homework – formal assessment where the students will have to fill out a world map by looking at handout that includes significant places, routes, cities, etc. - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Questions: o <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Main – What roles did geography play within the world at this time and how did it factor into the world trade market? o <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">For other questions look to examples above to see the main questions that I want my students to answer and what I want them to know.  **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Closing Activity //** - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Simple Wrap-Up of the lesson – asking them what have we covered today? – Putting it on the students to tell me what was covered. This allows me to understand if they at least received a basic understanding of what I wanted them to learn. - <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Homework – World Map with terms/themes sheet o <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">They are to locate important cities, places, societies, etc and place them on the map. This will allow them to understand why some things are located where they are, while also building a spatial understanding of where these different things are located in the world. ||  //** Big Picture / Rationale **// - Today’s lesson is actually using the compasses we have discussed out in the real world. Students will be given clues on where things are and they will have to go to them using bearings and measuring their steps. Something they would have to do if they were out in the wilderness.
 * Andrew Bartolacci || **__ Lesson __**** : Where am I Going??? Compass lesson 4 of 4 **

 //** Outcomes / Objectives **// - I want my students to be able to understand the uses of a compass - I want my students to be able to use a compass in the real world and be able to work in groups. - I want them to know why we use compasses and how they can use them when they get lost  //** Opening Activity **// - Start: break them into groups and distribute compasses and sheets of paper to record information - Next: Explain the activity and get them started with their first clue.  //** Activities **// - Lecture – describing the activity and getting them started - where am I going activity- Students will be given clues: Clues: Former President Gerald Ford played this sport in College (students should go to football field for next clue) In Mexico, you might eat a taco. In China, you might eat rice, in school you might eat….. (students should go to cafeteria for next clue) Saudi Arabia has the world’s largest oil reserve, however this class in the school has the schools largest oil reserve (students should go to “shop” class for next clue) Where would have Francis Key Scott worked on the Star Spangled Banner? (students should go to the band room for next clue) President Obama is known for putting this on the white house property (students should go to the basketball court in the school for next clue) Which region of the World has the highest birth rates? (answer is Africa, come back to class) Each group will start with a different clue and end with the same clue. Clues will be labeled for each group when they get to each destination. Groups are responsible for writing down the bearings as they walk (each turn) and how many steps they walked each bearing. (we have previously measured stride lengths) - Class Discussion –after the groups get back they will work together to make a final draft of the bearings they walked and will also calculate the distance they walked. We will then discuss what was difficult about this activity, what went well, and figure out how close they got to the actual distance they were supposed to walk (pre-measured by the teacher) Resources – 2 hand outs for rough and final draft, notecards for clues, calculators, compasses - Connection – I will connecting this topic to my student’s lives by presenting them with examples in how compasses are a part of our everyday lives, be it with GPS systems or with a old fashioned compass  //**Examples / Questions**// - What was tough about this activity today? - who did what in each group - if you were off in your measurements walked why? Could you have taken a more direct bearing?  //** Management **// - I am concerned about letting the students walk around the school and them behaving, my job as a teacher could be to supervise them as they walk around, most groups should get back to the classroom at about the same time so I would be able to meet them when they return. I would want to make sure they I had enough clues to take up a majority of the class time but not so many that they don’t have time to calculate their distances and write down their final bearings. - I think the quicker I discuss the activity and get through all questions at the beginning the better I will set them up to finish the activity at the end. - I expect the students to be vocal and work well in groups for this lesson. I want each person in the group to do a certain job be it, compass work, stride lengths, writing down, figuring out the total distance  //** Adaptations **// - This lesson should be good for all to do, wheelchairs, crutches. I could make the clues in large font as well as the directions

 //** Materials / Supplies **// - Compasses - Calculators - handouts for bearings and distance walked  //** Assessments **// Observation- watching students work in their groups and making sure everyone is participating cooperating together - group work at end- how close the groups were to the actual distance recorded. This is mostly supposed to be a fun lesson though - Class Discussion – answering questions, mostly informal, trying to get a good discussion going - Map Homework – formal assessment for the students to make a map of where they walked and how they walked to each clue - Questions: o Main – How does a compass impact our everyday lives  //** Closing Activity **// - Simple Wrap-Up of the lesson – asking students what they liked, didn’t like? What was difficult, easy? - Homework – map (drawing of the routes they took ||||||  ||||   || I encourage you to come out and watch the movie and contribute to the discussion of the movie and of the important issues that it raises. ||  //** Big Picture / Rationale **// - This lesson will help students understand how people have spread throughout the earth. The lesson will focus on how the earth has changed. Where people moved and where people chose to avoid. The lesson is aimed to help students realize that the earth has not always looked the way it does now and how the earth has changed is important to everyone’s lives.  - State Standard: F1-2  //**Outcomes / Objectives**//  - I want my students to be able to recognize/understand the role that geography played in establishing the world we have today. By reviewing how early humans migrated we can get a better understanding of how these people thought. By doing so I hope that my students can improve their critical thinking skills by drawing a connection between geography and the actions people have taken throughout history, especially migration. - I want my students to understand that the world looked majorly different in the early human days than it does today.. //**Opening Activity**// - Start: I will ask students to take 5 minutes and draw the world that they know - Next: Talk about what we will learn today and why it is important. //**Activities**// - Lecture – during the beginning of the lesson I will begin with a short lecture to introduce what the world looks like today. I will ask the students to then compare it to the maps they made. It is important that I explain that however hard it was for them to recreate a map that they have seen numerous times, it must have been tenfold for the people who had very little idea as to what the world looked like to the people at the time. Approximately 10 minutes. - I will then have the students do SQ3R for section 2 up until People Adapt to New Environments” (Holt Social Studies) 20 min -After our class discussion I will have students view a power point based on what it would have taken for people to adapt to new environments. Such as tools, clothes, machines, food, and so on I will also have them think about housing and how it would be a factor. - Class Discussion – After the students have had ample time to read the material I will ask them to discuss in groups of 3 how the world has changed and how people at the time settled this new land. 5 minutes I will then ask probing questions to the class about what they have just read. Such as “What are some things that surprised you as you read the section?”, “How do you think people moved; on foot, cars, bikes, etc?”, “How are things different today when it comes to migration?” 5-10 minutes. - Resources – I am planning on using PowerPoint, a world map hand-out, and the textbook to my advantage so that my students will have several venues in looking at what I want to them learn/know. Connection – I will connect this topic to my student’s lives by presenting them with examples of how their lives may have been different if migration would not have happened. I will challenge them to think about if the world looked the way it does now how would migration have changed. //**Examples / Questions**// - What roles did geography play in establishing migration for early humans? - What roles did it play within Europe? Africa? The Middle East? Asia? And the Americas? - How can you make a connection with how geography in particular mountains, rivers, and oceans shaped where people settled? //**Management**// - I am concerned about giving the students enough time to complete the SQ3R, while at the same time giving them enough time to have a good classroom discussion within the same class period. I think there will be times where students get restless during the reading I plan on having them take a 20 second break 10 minutes into their assignment. In this time we will stand up and stretch. - I think that if I stick to my schedule I should have enough time at the end of the class to reiterate the main points as well as check for understanding. - I expect the students to be vocal within this lesson because this class is designed for them to talk and be engaged as long as they appropriate. //**Adaptations**// - I have adapted this lesson, so that many types of students can be involved within the lesson in different ways. By having them read to themselves the students will begin to have a better ability to read and comprehend. Also, allowing them to work in groups may help students who are shy to become more vocal because they are working with their peers. Finally, I believe the power point will help some of the students who may struggle at reading be engaged. //**Materials / Supplies**// - Textbook: World History –Section 2 pg. 36-39 - PowerPoint Presentation with a Satellite Relief Map of the World - Pencil and notebook to take notes on the reading. //**Assessments**// - I will have several checks for understanding using verbal formal assessment. - The notes that the students will take from the reading will serve as a type of assessment. - Homework will to come to class tomorrow with an artifact that would not be in the world today if not for migration. The students must have their rational supported by evidence on a separate sheet of paper. //**Closing Activity**// - Simple Wrap-Up of the lesson I will ask them to sum up what we covered today? By putting it on the students to tell me what was covered I will be able to understand if they at least received an understanding of my main points for the day. ||  || <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Big Picture/Rationale <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o To look at how geography affected where and how battles occurred during the American Civil War. This will fit into our unit on the Civil War and allow students to see where the battles that they have been studying occurred. Hopefully this will allow for greater connections and understanding of how battles occurred and how it affected the surrounding areas and people that live at them. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Outcomes/Objectives <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o I want my students to understand spatial layouts of battles <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o I want students to see where battles occurred on the landscape <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o I want my students to see how battles primarily occurred in the South <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o I want my students to understand how geography can be more than just physical places, but also cultural and be about people and food and lifestyles <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Opening Activity <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o First, I will refresh the students on the start of the battles in the War. I will ask questions pertaining to the movement of troops and where the battles started in the first months of the War. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Next, I will break the students into groups of two or three and give directions on the day’s activity <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Activities <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Introduction Lecture: 10 minute introduction outlining what will be searched for and what websites will be used to search for information <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Google Earth Activity: using the Google Earth “Civil War by Campaign” students will look at 5 different battle sites in multiple states. From this, they will hypothesize why it happened where it did, and possible outcomes that could have occurred from the battle results. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Debrief: while this activity will take more than one day, at the end of day 1, we will discuss findings so far. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Examples/Questions <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Google Earth Activity Questions: <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-indent: -0.25in;"> § Looking at the Google Earth pictures, what is does the battlefield look like? Do you think this is similar to what it would have been over 100 years ago? <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-indent: -0.25in;"> § How might this battlefield have affected the surrounding farms and communities in the area? <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Debrief Questions: <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-indent: -0.25in;"> § After looking at a couple battlefields, what can you hypothesize about the general location of battles? <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-indent: -0.25in;"> § What is the general physical geography of where battles occurred? <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-indent: -0.25in;"> § Is there any battlefield that does not fit the general assumptions that you have primarily seen? <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Management <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Because the students will be using computers, I will need to find out how to manage computer usage and what sites they can be on. I would do this through computer programs where I can see every computer screen to monitor site usage. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Also, with students being in groups, I will need to manage who is doing what in each group. I will do this through observation. As this is not a large project, I do not think I will be needing other forms (for example: having the student grade themselves or having students grade each other’s roles). <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o I expect this to take more than one day, so I will have to manage what I expect students to complete during the first class day we are working on. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Adaptations <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o For students with special needs or disabilities, I will allow them to use a resource room if they would like, or to focus on just 2 or 3 instead of the 5 or more battles that the rest of the class will look at. As long as the information is still as in-depth and the questions are well answered, I think I can still judge their progress with fewer battles. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Also, if I do groups of two, I will consider placing them together and possibly using a resource room or co-teacher. If this is unavailable, I will consider placing special needs students in pairs with high achieving students that I know to be well behaved and willing to help. <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Materials/Supplies <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Computer lab <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Google Earth Application: http://www.cwoodcock.com/Civil_War_by_Campaign.kmz <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Civil War by campaigns file <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Worksheet with questions on it <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Assessments <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Formal: <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-indent: -0.25in;"> § The completed worksheet at the end of the lesson <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o Informal: Questions I will ask in the debrief session and in walking around throughout the activity <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">- Closing Activity <span style="background-color: transparent; border-bottom-style: none; border-left-style: none; border-right-style: none; border-top-style: none; color: #000000; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-decoration: none; text-indent: -0.25in;">o This will be the debrief discussed. I will ask questions about how physical and cultural geographies changed or were affected because of Civil War battles. ||  ||
 * Announcement: The Urban Educators Cohort Program is hosting a special screening of the movie //Waiting for Superman//. This event is scheduled for Tuesday, March 29 at 6:00 p.m. in the Kiva of Erickson Hall. After the movie, there will be a time for discussion, which will include a panel of discussants who will respond to the movie and be available to help answer questions.
 * Announcement: The Urban Educators Cohort Program is hosting a special screening of the movie //Waiting for Superman//. This event is scheduled for Tuesday, March 29 at 6:00 p.m. in the Kiva of Erickson Hall. After the movie, there will be a time for discussion, which will include a panel of discussants who will respond to the movie and be available to help answer questions.
 * Bryan Morrison |||||| [[file:Bryan Morrison -Week 2 Lesson Plan.doc]] ||  ||
 * Tara Cowdrey |||||| [[file:cowdrey.geolesson.doc]] ||  ||
 * Nate Greening 7th Grade |||||| **__ Lesson __**** : Early Human Migration **
 * Bryan Morrison |||||| [[file:Bryan Morrison -Week 2 Lesson Plan.doc]] ||  ||
 * Tara Cowdrey |||||| [[file:cowdrey.geolesson.doc]] ||  ||
 * Nate Greening 7th Grade |||||| **__ Lesson __**** : Early Human Migration **
 * Nate Greening 7th Grade |||||| **__ Lesson __**** : Early Human Migration **
 * Mallory Malloy |||||| <span style="background: none transparent scroll repeat 0% 0%; margin-left: 1in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in; text-indent: -0.25in;"> Lesson: Geography of the Civil War
 * Sarah Frazier |||||| **Lesson: Comparing and contrasting the Batwa and Bantu tribes of Sub-Saharan Africa**

 **//Big Picture / Rationale//** - This lesson will be based on what we have been talking about in class recently, which is the Atlantic Salve Trade. I want the students to understand that North America was just a very small part of the African Slave Trade, and that many more millions of slaves were shipped elsewhere in the world.  **//Outcomes / Objectives//** - I want my students to be able to understand where slaves went in the world. - I want my students to be able to understand why these slaves were sent there. - I want them to know why it is important to understand slavery and why it occurs.  **//Opening Activity//** - I want the students to break up into groups and discuss why they think slavery has occurred over history. I want them to come up with three ideas of why they think slavery has come up all over the world. - Lecture – A brief lecture on how slaves were shipped to the Middle East, Asia, and mainly South America - I will pass out maps of different agricultural things going on in the world around the the time of the slave trade. I will include various populations of people with these maps and the number of people that it usually takes to harvest these crops. I want the students to get into groups and study these maps of various agricultural activity. After they have a grasp on what is going on agriculturally in the world at this time, I will ask them to try to pinpoint a number of people that it would take to harvest these crops (I will include a brief description of how many it could take along with the map). After the kids have done this I want to show them the number of slaves that were actually extracted to these various places in the world. - Class Discussion – I want the children to understand just how detrimental the African Slave Trade was to the continent of Africa. I want to talk about the negatives and, if there are any, the positives of the slave trade. Resources – A map including data needed for the activity. Connection – I will connecting this topic to my student’s lives by comparing this event to slavery that has gone on in recent times.  - What was the first thing you thought when you saw the amount of slaves that were extracted from Africa? - What was the number of people you came up with that it would take in these areas to harvest the crops? - Why do you think this is important for us to know?  **//Management//** - I hope that at this point I have my classroom management skills pretty well managed. I want the kids to be active and to be talking, so I hope they are being somewhat loud. This is a pretty open activity so the more interaction the better.  **//Adaptations//** - I feel that this activity can be performed by any student. I will break up the groups accordingly, so there is a blend of students in every group
 * Rationale:** This lesson will help students understand the similarities and differences between African societies prior to 1500. It corresponds with the first part of state standard 4.3.1 and continues a unit on the important regional developments and cultural changes that took place in sub-Saharan Africa, Europe, the Americans and China.
 * Objective:** Students will understand the similarities and differences between two African societies in Eastern and Southern Africa in terms of environmental, economic, religious, political, and social structures. Students will improve research and critical thinking skills by finding information in documents and discussing the similarities/differences between the different tribal groups.
 * Opening Activity:** I will begin with a quick overview of the Batwa and Bantu tribes: who they were, what they looked like, where they were located on a map, etc. (~10 minutes).
 * Activities:** Students will then be put into groups of 4 and assigned one of the two tribes. Each group will be given a set of articles with information about their tribe. From the information, the groups will have to find and record information about at least four of the five structure types (each member will be responsible for one structure). (~20 minutes) When the students are done, I will draw two columns on the board, one for each tribe. We will come together as a group and discuss the similarities between the tribes and the five different structures that support the groups. We will go by structure type, beginning with environment, and I will ask the different groups what they found. A representative from each group will record their information under the proper tribe column. The students will then be able to see the similarities and differences between the two tribes. In order for them to remember the information later, they will create a Venn diagram with at least one fact listed per structure type in each section of the diagram. Each structure fact will be a different color inside the diagram so as to distinguish between structures. We will do this for each structure. (~25 minutes) They will place their paper in their geography notebook or binder at the end of class.
 * Examples/Questions:** The two main questions for discussion that I will be asking are how are the regions similar and how are they different?
 * Management:** Times are included with the activity sections (although I have no idea if they are realistic). I expect each student to participate and find information for their part of the tribe’s structure, participate in the discussion, and create their own diagram.
 * Adaptations:** This lesson should be do-able for everyone. If some students need extra assistance, because they are in groups, other members can assist those who need extra help.
 * Materials/Supplies:** Select articles with information about the two tribes’ structures, chalkboard/whiteboard & chalk/markers, and paper and colored pencils for Venn diagrams.
 * Assessments:** The class discussion will serve as an assessment because students will be reciting the information they found in the previous activity. During the activity, I will assess student participation by walking around and making sure everyone is working, knows what to do, and is pulling the right information out of the articles.
 * Closing Activity:** Have everyone place their Venn diagram into their notebook or binder. Also, explain that the next day we will be focusing on the Bantu tribe, looking at trade and migration patterns. ||  ||
 * Adam Kingston |||||| **__Lesson__****: Geography of the Atlantic Slave Trade**
 * Activities**
 * //Examples / Questions//**

 **//Materials / Supplies//** -Maps - Students - Critical thinking!  **//Assessments//** Walking around and making sure the students are keeping on task. I’m hoping by discussing the questions afterwards that the students will have a firm grasp on why this is important.  **//Closing Activity//** - What you learned question ||^  ||  //**Big Picture / Rationale**// - The legacies of colonial rule in Africa is part of many ongoing situations that goes back decades. A major aspect of the conflicts are the political boundaries of the region, which were created by outside colonial Europeans. This lesson is designed to provide students with an opportunity to gain insight into the many conflicts and how political features have influenced it. - State Standard: o G4 4.1-4.3  //**Outcomes / Objectives**// - Students should be able to identify and explain the role that political boundaries have caused conflict in a specific geographic region, as well as how these boundaries continue to shape Africa. - Students should be able to relate how the geographic situation of Africa today directly relates to the historical events of colonialism. - Students should be able to explain the reasons for European involvement in the establishment African nations.  //**Opening Activity**// - Start: 5 minutes quick write on their previous knowledge of Africa/African nations - Next: Discuss the plan for the day and explain the materials’ importance  //**Activities**// - Short Introduction Lecture – Using a PowerPoint I will provide some general information on colonial rule in Africa (5 minutes) - Small Group Activity – In groups of 3 or 4, students are assigned 3 African nations. They are responsible for researching geographic information on their nations (resources, languages, political boundaries, indigenous people, etc.) They should be able to identify which European nation controlled their nations and how they were affected as a result. (25 minutes) - Class Sharing – Groups will present information on their nations to the rest of the class. Presentations should cover relevant geographic material, focusing on the legacies of colonialism in their specific nations. (20 minutes)  //**Examples / Questions**// - What kinds of resources were valued by colonial powers? - What impact did colonial rule have on the people of Africa and the African landscape? - How is Africa’s history of colonial rule impacting Africa today?  //**Management**// - I am concerned about keeping students on task during their small group work. I’ll try to counter students getting off task by circulating around and asking questions that will keep them focused on the material I want them to cover. - I am also concerned with providing them enough time to gather their information and to present to the class. I’m worried that we will run out of time during the presentations. If this happens, the first 5-10 minutes of the next class will be set aside to finish presentations. - I expect all students to be actively involved in their group work and in the presentations. Part of their grade for the day will be based on participation.  //**Adaptations**// - This lesson is easily adapted to meet the needs of many different types of students. Visual learners will have visual aids, auditory learners will have my short lecture and questions, and students will be able to move around in their small groups. The small group work will also allow shy students to be more involved than usual and give students a chance to get in front of the class for presentations.
 * Tim Walker |||||| **__Lesson__****: The Geography of Africa**

 //**Materials / Supplies**// - Textbook - PowerPoint Presentation about colonial Africa - Information pack containing the information they need to create a presentation for the class - Poster board for the students to create their presentation  //**Assessments**// - Quick write (prior knowledge) - Poster board (check for all relevant information and understanding) - Presentations (Make sure students covered all important information from their information packs and have a firm understanding of what they covered) - Walking around and checking with students while they’re in their small groups  //**Closing Activity**// - If there is time remaining, recapping what we covered in class. Pointing out the big picture ideas that are important for them to remember. If there isn’t time remaining, I will cover this the next day after the final presentations wrap up. - Homework – Summarize the legacies of colonialism in a short essay o In 150 words, students are to summarize what they learned about colonialism’s impact on Africa, in terms of culture, political boundaries and society. ||  ||
 * Ryan Peterson |||||| Lesson: Why People Emigrate

Rationale: This lesson will help students understand the motivating factors behind mass emigrations and why people may wish to leave their homes for new opportunities. This will be a lesson in a series on human geography. Objective: Students will understand how circumstances may inspire emigration, especially on a massive scale. Students will understand that emigration can happen on a small or large-scale, such as between cities or countries. Students will improve critical thinking skills by determining valid reasons for emigration and analyzing what motivates emigrations. Opening Activity: Students will go through initial class warm-up routine, asking for the definition of emigration, plus discussion of current events (~5 minutes.) I will start my lesson by asking students if any of their family emigrated to the U.S., and if so why. If no students are willing to volunteer, I will discuss how my own family emigrated to the U.S. (~8 minutes.) Activities: Students will be allowed to choose their own teammates and assemble in groups of three. Each group will be assigned a country with certain qualities (i.e. U.S. – wealthy economy, plentiful food, low violence; Mexico – poor economy, adequate food, high crime; Libya – poor economy, inadequate food, civil war) and be given a list of other countries with the same categories of qualities. Each group will be asked to determine whether they wish to stay in their country of choice or if they wish to emigrate to another country. If they wish to emigrate, they will have to choose a country to emigrate to and justify their response. (~10 minutes.) After students have made their decisions, the class will come together again and discuss each group’s results and justifications. Students will be asked to analyze patterns in emigration, including common reasons for emigration and common factors in the ultimate destinations. (~15 minutes) Students will then be divided into their groups again and given two new categories in their activity: Cost and funds. For some groups, they will emigration to their chosen country will not be possible, because they cannot afford it. As a result, they will need to consider their alternatives and come up with a new destination. (~5 minutes.) The class will again come together and we will examine how the choices that the groups made changed from their earlier decisions. Students will be asked to think of other limiting factors in emigration (such as hostile regions, hostile terrain, or anti-immigrant destinations.) Students will be asked how such factors play a role in deciding whether to emigrate and if they think it’s still “worth it.” (~10 minutes) Wrap up lesson by asking students why they think that so many people come to the U.S. Gauge student responses and offer several answers. (~2 minutes.) Examples/Questions: Examples I will use include the emigration caused by the Irish Potato Famine, refugees from Cuba, and emigration from Mexico to the U.S. The principal questions I want to ask are why do people emigrate and what factors affect their emigration. Management: Each segment of the activity has a rough estimate of how long I think each segment will be. I would walk around the classroom during the activity to ensure that all group members are participating and all groups are generating appropriate and original ideas. Adaptations: If I have ELL students or students with an IEP, I will group them appropriately with other students instead of allowing students to choose their own groups. Materials/Supplies: Two worksheets per group describing each group’s country of origin and optional countries to emigrate too - one will have all details, one will not have the cost or funds listed. A white board or chalk board to list the class’ results. Note pad and paper. Assessments: The class discussion will be the primary form of assessment, but students will also be required to write notes about the rationale for emigration and factors affecting it. At the end of the unit, these notes will be collected and graded for comprehensiveness and accuracy. Closing Activity: Students will discuss why so many people come to the U.S., forcing them to think about how their own life compares with the lives of people in other places. This will make the content more relevant to the students. ||^  ||   I.  **  Enduring Understanding:  ** It is essential for students to develop the skills necessary to understand their surroundings, and to realize that places consist of much more than simply a set of coordinates on a map. We use mental maps every day, and this lesson will challenge students to apply what they know and understand about this country’s cultures, landscapes, and events in creating a mental map of the United States. This lesson will bring to attention the constant, every day use of mental maps (i.e. finding our way to our friend’s house, going to the mall and then navigating the mall, etc.) and the important role they play in every discipline, not just geography. <span style="margin: 0in 0in 0pt 23.4pt; mso-list: l0 level1 lfo1; tab-stops: list 23.4pt; text-indent: -23.4pt;">//  II. // ** Essential Question:  ** Without using words, how can we describe the United States in a map? How do cultural, political, emotional, personal, and physical criteria create an image in our minds that can be transferred on paper, and of which other people would understand? What does this entire mean? What is the significance of a mental map? III. ** Objectives:  ** • Students will develop a greater understanding of the geography of the United States by creating personal mental maps and sharing them with the class. Through this process, the students will be able to link social and cultural attributes to physical places, and create scaffolding for future geographical and/or other mental maps. • Students will be able to work independently on this project and then share their results with the class. This activity is designed to help the student explore the geography of the United States with great freedom of creativity, and while sharing their results with their classmates, they will see the similarities and differences each student possesses in their understanding and conceptualization of the U.S.  <span style="margin: 0in 0in 0pt 23.4pt; mso-list: l0 level1 lfo1; tab-stops: list 23.4pt; text-indent: -23.4pt;">//   IV. // ** Standards:  ** <span style="height: 83pt; left: 0px; margin-left: 73pt; margin-top: 99pt; mso-position-horizontal-relative: page; mso-position-vertical-relative: page; mso-wrap-distance-bottom: 12pt; mso-wrap-distance-left: 12pt; mso-wrap-distance-right: 12pt; mso-wrap-distance-top: 12pt; position: absolute; text-align: left; width: 469pt; z-index: 1;">   ||    || Because there are no specific GLCEs that address geography standards for K-8, I am going to list the national standards that pertain to this lesson     • G1: The World in Spatial Terms: Geographical Habits of Mind <span style="margin: 0in 0in 0pt 9pt; mso-list: l1 level2 lfo2; tab-stops: list 9.0pt 27.0pt; text-indent: 0.25in;"> • G2: Places and Regions (Physical and Human Characteristics) • G6: Global Issues, Past and Present (Includes Issue Analysis P2) V. **  Rationale:  ** Geography is an essential base for most all other disciplines. We cannot honestly expect a student to understand a historical event if they have no idea where this event occurred. Much more than just a physical location, a ‘place’ holds many other meanings. It is comprised of cultures, religions, activities, economies, and many other ‘parts.’ Social studies instruction involves the fostering of good citizens within our student body, and this lesson will not only focus on the core discipline of geography, but it will teach the students to recognize how the interpret the world around them, and with the sharing of our results, we will hopefully be able to understand why we view a ‘place’ in a particular manner. VI. ** Resources:  ** This is simply a creative assignment, and I expect every mental map to be different from one another. Therefore, there will be no outside resources used in this assignment. After we have discussed each map, we will reference a map of the United States for a comparison. <span style="margin: 0in 0in 0pt 23.4pt; mso-list: l0 level1 lfo1; tab-stops: list 23.4pt; text-indent: -23.4pt;"> VII. ** Procedure:  ** ** -Hook/Introduction Activity: ** After the students have sat down, I will ask them to tell me how they got to class. What doors of the school did they walk in to? How did they know to enter those doors? What route did they take to get to the classroom? Did they need a map to get to the classroom? How did they know the way to get here? The intention here is to get the students thinking about how we interpret our surroundings and how this interpretation develops into a mental scaffold, or map. ** -Activity #1: ** I will give each student a sheet of white paper and a few different colored markers. Then, I will ask each student to draw a map of the United States. It can have borders or none at all. My only rule is that they cannot use words to describe any ‘place’ or ‘location’, this all needs to come from how they perceive the U.S. and the geography of the U.S. The students will have roughly 15 minutes to complete this assignment. ** -Transition: ** After the allotted creativity time, I will bring the students back into the large group and prepare to share our maps with each other. Assuming this is a smaller class size, we should be able to discuss each student’s map. However, if this is a larger class, I will have the students pair up and discuss their maps with a partner. ** -Activity #2: ** For a smaller class, we will have each student stand in front of the class and talk about their map. The other students will be able to comment on the map, or ask questions. If this is a larger group of students, I will have the pair go in front of the class and share their maps at the same time. I can assume that some map features will show up on several students’ maps and this should speed up the large group sharing times frame. ** -Conclusion: ** After all the students have had a chance to show their work and answer their classmates’ questions, I will discuss the relevancy of this assignment. I want the students to walk away understanding the importance not only of the physical geography of the U.S., but also the cultural, social, and political influences these regions, locations, and places have in our recollection of their existence. <span style="margin: 0in 0in 0pt 23.4pt; mso-list: l0 level1 lfo1; tab-stops: list 23.4pt; text-indent: -23.4pt;">//  VIII. // ** Adaptations: ** This activity is an individually based activity that has no right or wrong answer in theory. Although I will be assessing the students’ abilities in general geography, I will really be looking for more of their cultural and social understanding of the United States and how they are able to convey this through imagery. I do not believe I need to make any adaptations to this activity or lesson. <span style="margin: 0in 0in 0pt 23.4pt; mso-list: l0 level1 lfo1; tab-stops: list 23.4pt; text-indent: -23.4pt;">//  IX. // ** Assessment: ** I will be able to assess the students through a few different methods. First, I can judge their overall knowledge of the geography of the United States by the manner in which they labeled their maps. If they draw the Statue of Liberty where the Alamo should be, that tells me they might need further basic geography instruction. However, I will also be able to judge their ability to analyze the cultural world around them, and how they are able to interpret social and cultural outputs. <span style="margin: 0in 0in 0pt 23.4pt; mso-list: l0 level1 lfo1; tab-stops: list 23.4pt; text-indent: -23.4pt;">//  X.   // **Reflection:** I was able to show this lesson plan to a social studies teacher at the school where I am currently placed for service learning. Although he does not teach geography now, he is highly qualified to do so. He agreed that this lesson is of value to geography and all social studies students. However, he noted that I should automatically plan on having a larger class, and there will not be enough time to have every student share their maps individually. He even suggested having the students get in small groups after the individual work time, and sharing their mental maps in those small groups, completely eliminating the large group share time. I do not know if I would be completely comfortable with this, because I think speaking in front of a large group can be very challenging, and with practice comes comfort. The teacher also mentioned that I would need to be careful about the personal situations of my students…many of whom most likely have never left Michigan. For some of these students, it might be difficult to visualize a place they have never been or researched in any great depth. I agree with this completely and I would never want to offend or alienate any student, but I disagree that I cannot expect a student who has never left Michigan to understand the cultural, social, and physical imprint on the land. This is why we teach social studies, so our students can learn about their world and the people who live in it. We do not teach social studies to shelter our students in one area and refuse to let them explore the world around them. After doing a modified version of this lesson in class and taking into consideration the recommendations of the teacher, I will absolutely use this lesson plan in my own classroom in the future.
 * Jody Stewart |||||| **8th Grade US History**
 * Lesson Title: Mental Mapping of the United States**
 * Lesson Length: 55 minutes (bell to bell)**

__**you can submit the assignment right here:**__