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CCSS Presentation, Saturday March 5, 2011 Investigating the Indian Removal Act through Multiple Sources: An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk 8th Grade Multi-day Lesson
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Recommandé
CCSS Presentation, Saturday March 5, 2011 Investigating the Indian Removal Act through Multiple Sources: An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk 8th Grade Multi-day Lesson
Jackson indian removal_lesson_ccss_2011_final
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wea33
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Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
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Designed a flipped unit plan for fictional 5th grade social studies classroom on the Great Depression, New Deal, and America's Involvement in WWII CONTAINS: - Useful online resources for these social studies topics!
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Designed a flipped unit plan for fictional 5th grade social studies classroom on the Great Depression, New Deal, and America's Involvement in WWII CONTAINS: - Useful online resources for these social studies topics!
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Similaire à African American Narrative Project
EDU 3215 Lesson Plan Template & Elements Name: Andres Rodriguez Email address: [email protected] Content Areas: English Language Arts and Social Studies Common Core Standard(s): (list and write all applicable) ELA CCSS: RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Essential Question(s): How did colonists, African Americans, and Native Americans choose sides during the Revolutionary War? Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words) E.g., This lesson is focused on the role of the Native Americans during the American Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this information with the roles of Native Americans during the American Revolution. The purpose is for students to understand the variety of people and reasons who were involved in the American Revolution. Resources/Materials/Technology Utilized: E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant, Notebooks, Pens, Pencils, Index cards, looseleaf Instructional Sequence (x amount of minutes/ how many days will this lesson cover). Include evidence of Explicit Instruction within the tasks/activity: ortliebe Highlight ortliebe Highlight Time Allocation Objective Activity Assessment/Evaluatio n 7-9 minutes This will help the teacher gauge what knowledge the students are coming into the lesson with. Do Now - Answer the following question: Who do you think the Native Americans fought with/along side during the American Revolution? Why do you believe they chose this side. Teacher will walk around and take note of how many students choose Patriots or Red Coats. This will help with grouping in future lessons. 10 minutes Reading a document about Mohawk Mary Molly Bryant as a class to help students with annotating relevant facts and details that will help them answer critical thinking questions later on. Reading a document about a Native American woman, Mohawk Mary Molly Bryant as a class. Teacher asks the following questions during the reading and students underline/annotate the answers based on t ...
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
jack60216
EDU 3215 Lesson Plan Template & Elements Name: Andres Rodriguez Email address: [email protected] Content Areas: English Language Arts and Social Studies Common Core Standard(s): (list and write all applicable) ELA CCSS: RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Essential Question(s): How did colonists, African Americans, and Native Americans choose sides during the Revolutionary War? Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words) E.g., This lesson is focused on the role of the Native Americans during the American Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this information with the roles of Native Americans during the American Revolution. The purpose is for students to understand the variety of people and reasons who were involved in the American Revolution. Resources/Materials/Technology Utilized: E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant, Notebooks, Pens, Pencils, Index cards, looseleaf Instructional Sequence (x amount of minutes/ how many days will this lesson cover). Include evidence of Explicit Instruction within the tasks/activity: ortliebe Highlight ortliebe Highlight Time Allocation Objective Activity Assessment/Evaluatio n 7-9 minutes This will help the teacher gauge what knowledge the students are coming into the lesson with. Do Now - Answer the following question: Who do you think the Native Americans fought with/along side during the American Revolution? Why do you believe they chose this side. Teacher will walk around and take note of how many students choose Patriots or Red Coats. This will help with grouping in future lessons. 10 minutes Reading a document about Mohawk Mary Molly Bryant as a class to help students with annotating relevant facts and details that will help them answer critical thinking questions later on. Reading a document about a Native American woman, Mohawk Mary Molly Bryant as a class. Teacher asks the following questions during the reading and students underline/annotate the answers based on t.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
tidwellveronique
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Essay 2: Enter the Conversation Percentage of Final Grade: 15% or 150 points Learning Objectives: · Students will understand academic writing as a conversation about topics of consequence. · Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view. · Students will understand academic writing as governed by the conventions of specific discourse communities. · Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts. · Students will acquire informational literacy – the ability to locate and evaluate source material. · Students will improve their ability to write clear and compelling thesis statements. · Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops. · Students will understand the distinction between revising and editing. Assignment: For Essay 2, you will summarize and then respond to one of the readings from this unit (or the video, College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below. Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video, College, Inc., which are posted under Course Content. In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment. Essay 2 is similar to the previous essay, with two additions: 1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions. Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
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greg1eden90113
Chapter Outline 9.1 What Is Diversity, and Why Is Everybody Talking About It? 9.2 Categories of Diversity 9.3 Navigating the Diversity Landscape 9.4 Inclusivity and Civility: What Role Can I Play? Introduction Student Survey How do you feel about diversity, equity, and inclusion? These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.” 1. I'm aware of the different categories of diversity and the various populations I may encounter. 2. I think we sometimes go too far in trying to be sensitive to different groups. 3. I think nearly everybody in our society has equal opportunity. 4. It’s not my role to ensure equity and inclusiveness among my peers or colleagues. You can also take the Chapter 9 survey (https://openstax.org/l/collegesurvey09) anonymously online. Figure 9.1 (Credit John Martinez Pavliga / Flickr / Attribution 2.0 Generic (CC-BY 2.0)) 9 Understanding Civility and Cultural Competence https://openstax.org/l/collegesurvey09 About This Chapter In this chapter you will learn about diversity and how it plays a role in personal, civic, academic, and professional aspects of our lives. By the end of the chapter, you should be able to do the following: • Articulate how diverse voices have been historically ignored or minimized in American civic life, education, and culture. • Describe categories of identity and experience that contribute to diverse points of view. • Acknowledge implicit bias and recognize privilege. • Evaluate statements and situations based on their inclusion of diverse perspectives. 9.1 What Is Diversity, and Why Is Everybody Talking About It? Estimated completion time: 34 minutes. Questions to Consider: • Historically, has diversity always been a concern? • What does it mean to be civil? • Why do people argue about diversity? “For the vast majority of my life, I thought being an Asian-American—who went through the Palo Alto School District—meant that I was supposed to excel in academics. But, in reality, I did the opposite. I struggled through college, both in classes and in seeking experiences for my future. At first, I thought I was unique in not living up to expectations. But as I met more people from all different backgrounds, I realized my challenges were not unique. “I began capturing videos of students sharing their educational issues. Like me, many of my peers lack the study skills required to achieve our academic goals. The more I researched and developed videos documenting this lack of skill, the more I realized that student identities are often lost as they learn according to a traditional pedagogy. I ...
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African-American Slave Narratives
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This 6 unit lesson plan is meant to be an implementation guide to supplement the use of the Webquest, A Brutal Arithmetic - Studying the Holocaust Using Jane Yolen's book, The Devil's Arithmetic. Both English Language Arts and History Social Science standards (California Department of Education) are imbedded in this presentation and companion Webquest. Both the lesson plans and the Webquest are primarily geared for inclusion in Writers Workshop and Literature Circle activities geared toward Grades 5-8.
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Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
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AECT 2011 - "Once upon a time...": What students stories tell us about good i...
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Students will get the knowledge of the following- meaning of the pricing, its importance, objectives, methods of pricing, factors affecting the price of products, An overview of DPCO (Drug Price Control Order) and NPPA (National Pharmaceutical Pricing Authority)
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In this webinar, nonprofits learned how to delve into the minds of funders, unveiling what they truly seek in qualified grant applicants, and tools for success. Learn more about the Grant Readiness Review service by Remy Consulting at TechSoup to help you gather, organize, and assess the strength of documents required for grant applications.
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This slide will show how to set domains for a field in odoo 17. Domain is mainly used to select records from the models. It is possible to limit the number of records shown in the field by applying domain to a field, i.e. add some conditions for selecting limited records.
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Celine George
Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC
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Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
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PROCESS RECORDING FORMAT.docx
PoojaSen20
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fourth segment of the NISO training series "AI & Prompt Design." Session Four: Structured Data and Assistants, was held on April 25, 2024.
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
National Information Standards Organization (NISO)
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Application orientated numerical on hev.ppt
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Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
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INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.
God is a creative God Gen 1:1. All that He created was “good”, could also be translated “beautiful”. God created man in His own image Gen 1:27. Maths helps us discover the beauty that God has created in His world and, in turn, create beautiful designs to serve and enrich the lives of others.
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
christianmathematics
Students will get the knowledge of the following: - meaning of Pharmaceutical sales representative (PSR) - purpose of detailing, training & supervision - norms of customer calls - motivating, evaluating, compensation and future aspects of PSR
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
VishalSingh1417
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Activity 01 - Artificial Culture (1).pdf
ciinovamais
In this webinar, members learned the ABCs of keeping books for a nonprofit organization. Some of the key takeaways were: - What is accounting and how does it work? - How do you read a financial statement? - What are the three things that nonprofits are required to track? -And more
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
TechSoup
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Thiyagu K
Mixin classes are helpful for developers to extend the models. Using these classes helps to modify fields, methods and other functionalities of models without directly changing the base models. This slide will show how to extend models using mixin classes in odoo 17.
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
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ICT Role in 21st Century Education & its Challenges.pptx
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
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PROCESS RECORDING FORMAT.docx
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
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Application orientated numerical on hev.ppt
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INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
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Unit-IV; Professional Sales Representative (PSR).pptx
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
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Measures of Central Tendency: Mean, Median and Mode
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
African American Narrative Project
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![General Introduction ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)