realizată de Jenna Harkey 10 ani în urmă
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Student Activities Students will listen, understand, and participate in the mini lecture to introduce the Red Scare. They will participate in the lecture by question and answering method throughout the mini lecture. Students will be divided into groups of four. In their groups, they will pair off and analyze the given primary sources through completion of the guided debate worksheet. Students will read the primary sources, complete the chart, and prepare for a mini debate with the group at their table. Students will then attempt to come to a consensus in their group. Each portion of the activity is supported through the primary source.
Teacher Activities First, I will briefly discuss some of the important aspects of the Red Scare to activate students’ prior knowledge. Talking points seen in “Resources” The class will be divided into groups of four. The students will receive the two primary sources. They will divide their group into pairs to complete the guided debate worksheet. Once they have completed the worksheet for their assigned primary source, they will participate in a debate with the other partnership at the table. After the debates, students will reflect and finish the worksheet by recording the opposing perspective on the issue and complete the reflection questions.
Student Activities Each student will engage in a web-based simulation that will reaffirm and promote social constraints on both genders of the 1920s. At the beginning of the simulation, students will use their described characters from the anticipatory set activity. They will chose a gender, location, outfit, and answer various questions regarding the approved behavior of the time. The simulation is designed to be fun and entertaining, while reaffirming the information of the slide and social roles. They will record their success in following the social constraints of the time period.
Teacher Activities The students will view a short lecture presentation regarding the changing women’s roles of the 1920s. They will take brief guided notes regarding the information in order to prepare for the simulation. They will use the given information as clues to understand women’s daily life and men’s experiences as well.
Student Activities Students will work in groups to analyze and complete the political cartoon worksheet. They will create the large foldable, present this to the class, and explain the representation to the class. Students will be engaged throughout the given group activities, worksheet, and organizer.
Teacher Activities Students will be organized into eight groups. Each group will receive a political cartoon. Students are instructed to complete a political cartoon analysis worksheet and to become masters of the given cartoon. Students will then create a larger, poster foldable presentation to represent and explain their political cartoon to be shared with the class. The center will be the title of the cartoon, the top left corner will be vocabulary associated with the cartoon, the top left will be what is happening, the bottom left will be a visual representation to explain the cartoon (different from the given cartoon). The students will have 20 minutes or as needed to complete the worksheet and foldable (foldable drawn in resources). This large foldable will be briefly explained to the class, which will take another 20 minutes. While students are presenting, other students will be required to write at least three questions total, to be used as a lesson closure.
Student Activities Students will be actively participating in the journal, vocabulary, reading, and foldable. As previously described, the students will work with the class, alone, or with a partner.
Teacher Activities BEFORE READING: the class will be given time to look over their vocabulary list. The class will highlight the vocabulary that will be within the reading, which will be listed by the instructor on the projector. By quickly gauging the students, the instructor will see if the class needs time to complete the given vocabulary list. If incomplete, the class will have ten minutes to work on the highlighted words. If the majority of the class has completed the vocabulary, the class will quickly go over the list and move into creating the foldable. (10 minutes). Students will then follow instructions from the instructor on creating the “Identifying Main Ideas” foldable (page 86), which will also be displayed on the projector. The instructor will ensure students are creating the foldable correctly by walking around the room, having a completed foldable, and helping any students who is in need. DURING READING: Students will be given the opportunity to complete the reading alone or with a partner. Students will be advised to read each paragraph, stop, reflect, and find the main idea of each section. AFTER READING: The class will work independently or with a partner to complete the foldable. Each section will be describing the given industrial invention and its’ lasting affects. The front flap will have the invention. The inside will describe who invented it, what it is, how it works, what it affecting, and how it changed society.
Student Activities Students will be given a guided notes handout in order to easily follow along with the Prezi presentation, think critically by answering the included questions, and use various styles of learning to comprehend the content. Students will work in pairs to create a foldable that will explain an aspect of prejudice from this time period. The center will title the event or situation, the top-left will describe what happened or the climate, the top-right will describe who was involved, the bottom-left will describe how or if this prejudice situation ended, and the bottom-right will illustrate a visual aid describing the situation.
Teacher Activities Lecture Prezi presentation and guided notes: The teacher will go through the short presentation with the class to explain various aspects included in the Prezi. The teacher will explain the presentation, make connections to students’ lives, ask a variety of levels of questioning, and play the various videos in the Prezi.
