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The following pages contain examples of lesson plans designed to illustrate two things: The translation of the Alaska Social Studies Standards to the classroom, and particular instructional and assessment techniques. These activities were designed by teachers of students K-12, yet there are common threads throughout. All emphasize
In addition to these detailed activity descriptions, readers are
referred to the Standards and Key Elements Charts in the
Content chapter for additional activity
ideas.
For specific ideas for implementing the civics standards in the
classroom, please check the Alaska Democracy Project Action Plan.
SAMPLE
LESSON
Biography in a Pocket
Created by Robin Bissey
Students present biographies of chosen people by gathering representative items or pictures and placing them in a "pocket," also representative of the person.
Social Studies Standards Addressed
Key Teaching Strategies
Cooperative learning
Peer or cross-age tutoring
Grade level
Primary
Length of project
1 week
Materials
Procedures
1. Introduce a biographical character using the "Biography in a Pocket" presentation method (see item 3 below).
2. A team of 4 students selects a biography to read and keeps an ongoing record of pertinent facts and milestones about the character. For peer or cross-age tutoring, one student reads or uses an assist read technique with the other student.
3. Using information learned about the character, students create a pocket which could be associated with their character. Example: To demonstrate Mary Anna Robertson, Grandma Moses, the teacher wears an apron, a symbol of Grandma Moses's life as a farm housewife. In the apron pocket are placed:
4. Students work together to list and create between 5 and 7 items which represent milestones, events, etc. of the person's life. These items are placed in the pocket. There are 2 required pocket items: a map to show the area(s) in which the character lived and traveled, and something to show the character's demonstration of citizenship at the community, state, or national level.
Each student is responsible for creating 1 pocket item and the group works collaboratively on the map and any extra items. A peer or cross-age tutor may assist students in developing the materials for the pocket.
5. Students present the pocket and information to classmates. As each item is withdrawn from the pocket, the student explains its significance.
Assessment
See the attached scoring rubric.
Applications Across the Curriculum
Biography in a Pocket Assessment
1. All work turned in on time.
yes
no
2. Biography Sheet turned in.
yes
no
3. Introduced the character: gave birth/death dates.
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1 |
2 |
3 |
4 |
5 |
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less than satisfactory |
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outstanding | ||
4. Explained the type of pocket and how it represents the character.
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1 |
2 |
3 |
4 |
5 |
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less than satisfactory |
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outstanding | ||
5. Pocket has 5 items related to the character's life, including a map and an example of the character's civic responsibility.
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1 |
2 |
3 |
4 |
5 |
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less than satisfactory |
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outstanding | ||
6. The significance of each item was explained.
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1 |
2 |
3 |
4 |
5 |
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less than satisfactory |
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outstanding | ||
7. Items represent a broad span in the character's life.
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1 |
2 |
3 |
4 |
5 |
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less than satisfactory |
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outstanding | ||
8. The presentation was fluent.
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1 |
2 |
3 |
4 |
5 |
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less than satisfactory |
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outstanding | ||
9. Artistic impression and neatness.
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1 |
2 |
3 |
4 |
5 |
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less than satisfactory |
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outstanding | ||
Total points:__________________
Grade:_______________
Scoring: O=biography sheet turned in on time,
31-31 points; S+=biography sheet turned in on time, 26-30 points;
S=biography sheet turned in on time, 21-25 points; S-=biography sheet
missing or late, 17-20 points; U=biography sheet missing or late,
0-16 points.
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SAMPLE LESSON PLAN | ||
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The Athabaskans of Interior Alaska, Past and Present | ||
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Created by Steven Click, Fairbanks, Alaska |
Different classroom groups become experts on different parts of
Athabaskan culture. Students share their information with those from
other groups. In the end all students are responsible for all
information.
Social Studies Standards Addressed
Key Teaching Strategies
Cooperative learning
Jigsaw learning
Grade level
3rd grade
Length of project
1 week
Materials
Procedures
1. Divide the class into groups and give each group a packet. Students highlight the most important 5 to 7 facts. The groups make visual teaching displays of these items. Each student makes his or her own display sheet, but the group may work together to decide how the overall display will be made.
2. When all displays are complete, shuffle the groups so that each new group contains one member from each old group. In other words, each group now has a representative of the history, geography, natural resources, traditional lifestyle, and 20th century groups. Students share their information within these new groups.
3. Review information and view displays together as a class.
Assessment
1. Students can be assessed individually or in groups through interviews and discussions to determine what they have learned. The teacher assesses whether the information has actually been taught, as well as whether it has been learned.
2. The teacher fills in any information missed in the student presentations.
3. In groups, students devise test questions.
4. The teacher adds test questions as needed and administers a
written test.
Applications Across the Curriculum
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SAMPLE |
ABC Organizers |
Created by Patricia Martin, Bethel, Alaska |
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Through this story board students synthesize and present information they have learned about a country. Social Studies Standards Addressed ¨ Geography Standard B (Places and Regions) ¨ Geography Standard E (Human Systems) ¨ History Standard A (Character of History) ¨ History Standard C (The Skills and Processes of Historical Study) Key Teaching Strategies Story boards Grade level Elementary and Middle School Length of project 1 class period for the creation of the chart 1 class period for presentations of charts (these occur after an extended unit on countries) Materials ¨ large drawing paper (18 x 24)¨ colored markers or pencils¨ rulersProcedures 1. In this lesson, ABC organizers are used as an assessment tool at the end of a research unit on countries. Students have compiled and organized their research on a country of their choice. |
2. Students divide the paper into 24 squares. Reserve an inch at the top and side for the title and binding. 3. Instruct the students to put one letter of the alphabet in the same corner of each square. Two squares will contained two letters each - usually u/v and x/y are good pairs. Alternatively, x/y/z can occupy a single square. 4. Using the information from their research, students write a word or draw a picture for each square. Students may only use the information they have previously gathered. Additional research is not allowed at this time. 5. Students are either required or encouraged to give oral summaries of their ABC charts, depending on the class. Hang finished projects in the classroom along with other displays from the country projects. Assessment A rubric has previously been devised and discussed for the entire countries unit. Teacher assesses creativity and thoroughness of research in the ABC charts. Applications Across the Curriculum ¨ Art: drawing symbols in the chart¨ Language Arts: reading, researching, and interpreting information on countries |
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SAMPLE |
Field Studies |
Created by Roger and Marlene Pearson, Kenai, Alaska |
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Students investigate the spatial organization of the school grounds and determine what features might be common to most school grounds. Social Studies Standards Addressed ¨ Geography Standard A (Seeing the World in Spatial Terms)¨ Geography Standard F (Power of Geography)Key Teaching Strategies Community-based instruction Cooperative learning Grade level Grades 6 - 8 Length of project 3 hours Materials ¨ graph paper, clipboardsProcedures 1. Discuss with the class how certain features, such as hospitals, must have certain features connected to them. E.g., a hospital has an emergency room entrance, a parking lot, a helicopter pad, an open area for walking and sitting in warm weather, etc. Brainstorm what one might expect to find on school grounds. 2. As a pre-test, have the students draw a map from memory of what their school grounds look like. Review the maps to see how many of the TODALSIGS (Title, Orientation, Date, Author, Legend, Scale, Index, Grid, and Source) components have been considered. 3. Define "sketch map." Organize small teams and give each graph paper and clipboards. Have them sketch the school grounds, noting features and possible hazards (e.g., railroad tracks) observed. |
4. Back in the classroom, compare the sketch maps with the pre-test mental maps. Analyze the sketch maps. Were any features mapped by all groups? Were some features mapped by just some groups? Were some features missed? Review the main features and their purposes. Identify all potential hazards. 5. Categorize the key features of the grounds and discuss: what features would the students expect to find on all school grounds? Have students work in small groups to develop alternative layout plans. 6. Examine how hazards are being mitigated in your school grounds. Speculate on how the hazards could be mitigated differently. 7. Have students perform one or more of the following tasks individually: Write a report on the safety concerns around the school Make a model of the school grounds Make a detailed (not a sketch) map of the grounds Tape sounds heard in different parts of the school grounds and depict them graphically on a map Assessment Teacher assesses students' previous knowledge of map making (including TODALSIGS). Students and teacher assess group work processes. Teacher assesses final map and other projects. Teacher assesses discussion skills and participation. Applications Across the Curriculum ¨ Art: making a model of the school grounds; drawing a map of the school grounds¨ Music: taping the sounds heard in school grounds¨ Language Arts: writing a safety report |
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SAMPLE |
The Last Wild Place on Planet Earth |
Created by Mary Bristol, Anchorage, Alaska |
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Students create and people a place, then determine how it should fit into the modern world. Social Studies Standards Addressed ¨ Government/Citizenship Standard D (International Relationships)¨ Government/Citizenship Standard E (Role of the Citizen)¨ Government/Citizenship Standard G (Economic Choices)¨ Geography Standard A (Seeing the World in Spatial Terms)¨ Geography Standard D (Human Systems)¨ Geography Standard E (Environment and Society)Key Teaching Strategies Cooperative learning Role playing Problem solving Grade level 7th grade Length of project 2 weeks Materials ¨ art and school supplies¨ resource material on actual world areas that share some of the characteristics of the imaginary placesProcedures 1. Divide the class into groups. Each group must create a place that is the last wild place on Earth. It must meet these criteria: a. has specific geographic features b. is in a remote location c. has a fragile environment |
d. has valuable resources e. is valuable for scientific research f. is claimed by several nations Each group names and describes its wild place in writing. Students draw political and physical maps. 2. Students write position papers explaining the viewpoints of various people with different opinions regarding the future of the wild place. These people include scientists, miners, travel promoters, environmentalists and national officials of the countries with claims to the place. The following questions must be answered: a. Should resources be developed or should the place be kept in pristine condition? Why? b. Should tourists be allowed to visit or should access be limited to scientists? Why? c. How should conflicting national claims be resolved? d. Who should control this last wild place on planet Earth? Why? 3. Each group then decides what is to become of the last wild place. In doing so, students must consider what problems could arise and how they could be solved. They may use information on existing wilderness areas. Guest speakers may be invited to share expert perspectives. The groups' final decisions are explained and supported in oral presentations. Assessment 1. The teacher assesses the group process by observation. 2. Each group's products are assessed in 3 ways: a. description and maps of last wild place b. written descriptions of various viewpoints c. oral presentation of decisions Applications Across the Curriculum ¨ Art: preparation of maps¨ Science: understandings of resources and environmental issues¨ Language arts: writing position papers of various interested parties |
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SAMPLE |
Using Geographers' Questions |
Created by Dan Walker, Seward, Alaska |
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Students practice being geographers by asking four geographic questions. In the process they investigate geographic subject matter and perspectives. Social Studies Standards Addressed ¨ Geography Standard A (Seeing the World in Spatial Terms)¨ Geography Standard B (Places and Regions)¨ Geography Standard C (Physical Systems)¨ Geography Standard D (Human Systems)¨ Geography Standard E (Environment and Society)¨ Geography Standard F (Power of Geography)Key Teaching Strategies Cooperative learning Inquiry Research Grade level Middle School Length of project 1 week Materials ¨ atlases, maps, resource materials on various world places and locationsProcedures 1. Introduce four key geographers' questions to students: ¨ What is it?¨ Where is it?¨ Why is it there?¨ How is it important? |
2. Ask students to name a natural phenomenon, landmark, or other place. Model the use of the four geographers' questions with that phenomenon or place. 3. Students use the four questions to research places or phenomena (e.g., volcanoes; hurricanes) of their own choosing, working either individually or in pairs or small groups. They prepare written reports or grids and accompanying graphics to present the information. 4. Students work in pairs or threes to expand on the four questions and write more focused questions about their topic. For instance, if they are studying Katmai Volcano, they might expand on the fourth question ("How is it important?") to ask questions such as "To whom was it important? In what way? When? Is it still important? Why?" 5. Discuss in the class the types of information geography provides. Have students share their focused questions and relate them to the six geography standards (or the five themes from which they derive). Assessment Teacher assesses group work processes. Teacher uses a scoring rubric to assess student investigations of places or phenomena. Applications Across the Curriculum ¨ Language Arts: writing reports¨ Art: preparation of graphics to accompany reports¨ Science: study of natural phenomena |