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Teacher's Edition Grades 3-6: Lesson Plans

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This is where we post lesson plans on topics in the news for grades 3-6.

Each lesson plan has a companion backgrounder, which provides a summary of the topic along with suggested readings.

Simply click on the big red button at the top of each lesson plan to go to the corresponding backgrounder.

Sunday, April 29, 2012 - 18:55

Syria
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Key Concepts: international relations, foreign intervention

Duration: two (2) double-blocks (middle and high school), four (4) class periods (elementary school)

Goal: Students will understand the decision-making process behind foreign intervention in the domestic affairs of countries experiencing political upheaval.

Objective: Students will learn how decisions to intervene in the internal affairs of another state are arrived at by the international community.

Essential Question: When is intervention in the affairs of another country warranted?

Common Core Standards Met: CCR English Language Arts Standards 7-10

21st-Century Skills Employed: Global Awareness

Procedures

Session One:

  • Introduce topic and question, then direct students to view the following YouTube videos (non-tech alternative: copy and distribute magazine or newspaper articles on the Syrian unrest):
  • Turkey talks tough as Syrian violence boils over border
  • Syrian violence is open warfare says opposition
  • President Bashar al-Assad's Speech Highlights (English Subtitles)
  • Break the class into three (3) groups, with two students set aside; identify one group or three students as “Syrian protesters,” another group of three as the “Syrian government,” and the third group, the remainder of the class, as the “United Nations.”  Identify the two set-aside students as “Russia” and “China.”  Have the “protesters” and the “government” each group create a Google doc (non-tech alternative: butcher paper) listing their demands for a cessation of violence; have “Russia” and “China” do likewise with an inclination toward the “government’s” position.

    • Session Two

  • At the beginning of class, seat the “United Nations” in the middle of the room.  Seat the “protesters” and “government” on opposite sides of the “United Nations.”  Place “Russia” and “China” near but not with the “Syrian government.”  Have the two sides present their demands to the “United Nations,” with the “protesters” arguing for international intervention -- either sanctions or military force; have “Russia” and “China” make the case against intervention. 
  • Once the two groups and “Russia” and “China” have presented their arguments, have the “United Nations” discuss whether or not to impose sanctions, intervene militarily, or do nothing.  The discussion must consider the following:
  • financial costs involved (sanctions & military intervention)
  • possible loss of life (military intervention)
  • possible escalation of violent suppression of dissent (sanctions)
  • possible aggravation of tensions in the MIddle East (sanctions & military intervention)
  • possible destabilization of other regimes in the region (sanctions & military intervention)
  • Follow-up Discussion, “To Intervene or Not to Intervene?”: In whole group, discuss whether or not the international community should intervene in the affairs of independent states?  If so, when?  And, are the costs worth the benefits?
  • Assessment: Assess each student’s individual presentation based the rubric below (alternative -- group grade, based on median letter score):

    • Student’s name: _________________________________________________________  
     
                                                    Oral Presentation/Debate Grading Rubric
     


    Component

    Points

    General presentation (fluidity, organization)

    Excellent = 5
    Good = 4
     Average = 3
    Below Average = 2
    None = 1

    Creativity, Originality, and Effort (strength of argument, persuasiveness, collaboration with others)

    Exceptional = 5
    Good = 4
    As expected = 3
    Less than expected = 2
    Not apparent = 1

    Applied Knowledge (use of material and concepts learned)

    Solid application of learned material = 5
    Very good application of learned material = 4
    Adequate application = 3
    Weak application = 2
    No apparent application = 1

    Comprehension (understanding of topic/assignment)

    Excellent comprehension = 5
    Good comprehension = 4
    Average comprehension = 3
    Weak comprehension = 2
    No comprehension = 1

     
                                       Highest Possible Average Points

     
    5

     
                                                      Total Average Points

     
     

     
    Letter Grade

     

    Grade Scale: 5 (A), 4 (B), 3 (C), 2 (D), 1 (F)

     
    Materials/Resources Required

    Non-tech: butcher paper, colored pens and/or pencils; computer access to Internet and Google suite (Google docs)

    Glossary

    sanctions: restrictions on trade and finance designed to punish a country for misbehavior
    political dissent: open voicing of views that differ from those of the government
    international community: all the nations of the world working together

    Links

    Syria teaching resources at PBS Newshour
    Comments
    Wednesday, April 25, 2012 - 17:24

    Electing the President: How Do You Make Up Your Mind?
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    Download the President Detective worksheet for this lesson plan

    President Detective- When you are voting for a President what factors should you consider?

    Key concepts:

    Duration:  Multiple activities are provided depending on which activities you choose the lesson may be one 45-minute session to two 45-minute sessions.

    Goal:

    Students will understand that choosing a President will require thoughtful analysis of their personal preferences, who is telling the truth, complicated issues and their willingness to look for answers.

    Objectives: Students will be able to discuss issues, understand their personal preferences, compare and contrast different opinions based on facts, and match candidate’s platforms with their own priorities.

    Essential Question: How does a student decide which Presidential candidate best matches their prioritization of issues?

    Common Core Standards:

    Key Ideas and Details

     

  • 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

    •  

    Craft and Structure

     

  • RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

    •  

    Range of Reading and Level of Text Complexity

     

  • RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently

    •  

    21st Century Skills

    Procedures

    The Choosing a President PowerPoint contains multiple resources and activities so you can pick and choose according to your class, which items would be most appropriate. Depending on your choices, you can complete the lesson in one session to two sessions.

    Pre-work for Session One: :  (Analyzing student preferences- Stereotypes )

     

  • Check to make sure you are able to access the Choosing a President PowerPoint’s links from your school’s computer system.

    •  

    Session One:  (Analyzing student preferences- Stereotypes )

     

  • The very first activity is for students to draw the “Perfect President”.

    •  

     

  • They will then compare and contrast their drawings using the chart.
    If you have a SmartBoard you can have the students go up to the board to list their answers.

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  • Prompt the students. Have them consider visual clues such as male versus female, ethnicities, age- young versus old, clothing- formal versus informal, etc. If time allows, ask about non-visual clues such as education, speech, etc.

    •  

     

  • Students will be introduced to the concepts of stereotypes (examples given are disabilities, political parties and age)

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  • Students will use math to look at the age bias of US Presidents. They will use data to create a spreadsheet chart or use graph paper to plot the elected ages of presidents. Students will be asked “What stereotypes do you think come into play that we have not elected many very young (35-45) or many very old (65-75) presidents?”

    •  

     

  • The concepts of identity and likeability are discussed. People may choose a candidate based on which “group” they wish to belong, based on “Who they would like to go to lunch with?”, based on “Who they think has the most in common with them?”, or “Who their friends are voting for?”  Students will write a paragraph about why these methods may NOT get the best President?

    •  

    Pre-work for Session Two: : ( Deciding who is telling the truth? and Understanding complicated issues )

     

  • Check to make sure you are able to access the Choosing a President PowerPoint’s links from your school’s computer system.

    •  

     

  • Print out Pipeline for and against worksheet if there is not a SmartBoard available.

    •  

     

  • Print out the  “Be a President Detective- Which issues are most important to you?” worksheet

    •  

    Session Two: ( Deciding who is telling the truth? and Understanding complicated issues )

     

  • A reality game analogy is used to advise students that just like reality shows are not always true to life, many political ads stretch the truth.

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  • Homework assignment: students watch television, surf the Internet or read a newspaper to find a political ad and then fact check it. This can be a class assignment if the teacher makes copies of the political ad.

    •  

     

  • Ground rules are established before political issues are discussed. Students are reminded that the issues they choose as important may not be the same as the student sitting beside them. Students are advised to be respectful and to listen to different opinions.

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  • Students are advised that they will need to prioritize which issues are the most important to them.

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  • The Keystone XL extension pipeline issue is used as an example that issues are complicated (factors to be considered are environmental issues, job creation issues, economic issues and national defense)

    •  

     

  • Looking at all sides of the issue, students will list reasons for and against the pipeline and then based on how they prioritize which issues are most important to them individually (environment, jobs, economy or defense) write a four paragraph newspaper editorial explaining their choice.

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  • Students review issues and decide which are the most important to them and write about their decision.

    •  

    Materials Needed:

    Non-tech: paper, poster board or drawing paper, colored pens and/or pencils for “Drawing the President” assignment.

    Resources:

    Teacher needs to have computer access to Internet.
    Links are provided on the PowerPoint if students have access.
    If students do not have access, teacher will need to make paper copies.

    Glossary

     

  • Apathy- lack of interest, enthusiasm, or concern.

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  • Identity- the distinct personality of an individual.

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  • Peer pressure- influence from one's friends.

    •  

     

  • Point of view (POV)- a particular way of seeing things.

    •  

     

  • Preferences- liking something.

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  • Prioritizing- deciding what item is most important.

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  • Reliable- trustworthy.

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  • Social Media- internet, Facebook, etc.

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  • Stereotype- a widely held but oversimplified belief.

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    Additional Reference Links:

     

  • “Red state, blue state, rich state, poor state- Why Americans Vote the Way They Do” by Andrew Gelman especially pages 16, 26, 84, 139, 140, 145, and 168

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  • Young people and voting influenced by their parents

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    Additional Lesson Plan Links:

     

  • Lesson plans from PBS

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  • Voting on a few issues  

    •  

     

  • Identifying Major Issues- In this lesson, students will analyze major issues in the current Presidential campaign. Additionally, they will identify individuals or groups affected by each issue and compare candidates' political stances. identifying major issues

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  • CSPAN video kid contest

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  • Script idea lesson and PDF

    •  

     

  • Political ads lesson plan

    • Comments
    Tuesday, March 20, 2012 - 14:38

    Iran
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    Key Concepts: international relations, nuclear proliferation

    Duration: two (2) double-blocks (middle and high school), four (4) class periods (elementary school)

    Goal: Students will understand how diplomacy functions with regard to the effort to control nuclear proliferation.

    Objective: Students will learn about the Iranian nuclear program and the diplomatic response to the alleged attempts by Iran to develop a nuclear weapons capability.

    Essential Question: Can the U.S. stop Iran from building a nuclear weapon?  Should it even try?

    Common Core Standards Met: CCR English Language Arts Standards 7-10

    21st-Century Skills Employed: Civic Literacy

    Procedures

    Session One:

     

  • Introduce topic and question, then direct students to read the following online articles:

    •  

  • BBC News: Q&A: Iran nuclear issue (elementary/middle school);

    •  

  • Wikipedia: Iranian nuclear program [Sections 5 & 6] (advanced middle school/high school) and watch the YouTube videos:

    • Making Nuclear Weapons (CNN, external link)

     

  • Break the class into three (3) groups; two of which are balanced in number.  identify one of the balanced groups as “Iranian diplomats” and the other as “American diplomats.”  The third group (composed of five [5] students) will be identified as the “United Nations Security Council.”

    •  

  • Have each group create a Google doc (non-tech: butcher paper alternative), listing the reasons why Iran should or should not be allowed to build a nuclear weapon, and share it with the “Security Council.” 

    • Session Two

     

  • At the beginning of class, seat the “Security Council” at the head of the room.  Seat each team of “diplomats” on either side.  Have the Iranians make their case for acquiring nuclear weapons first, followed by an American rebuttal, followed by an Iranian counter.  (Each student must participate fully in his or her group’s presentation through an individual speaking role.)

    •  

  • Once the two teams have presented their arguments, have the “Security Council” decide the matter.  If Iran is deemed more persuasive, have the “Council” give its consent to an expansion of the Iranian nuclear program; if the Americans are more successful, have the “Council” issue a resolution forbidding further nuclear research and development by Iran..

    •  

  • Follow-up Discussion, “Who Gets to Have a Bomb?”: In whole group, discuss whether or not any nation should have the right to develop a nuclear weapons capacity, even if the rest of the world disagrees.  Drawing on the students in-class experience, discuss the implications of nuclear proliferation on international relations and global security.

    •  

  • Assessment: Assess each student’s individual presentation based the rubric below (alternative -- group grade, based on median letter score):

    •  

    Student’s name: _________________________________________________________  

    Oral Presentation/Debate Grading Rubric


    Component

    Points

    General presentation (fluidity, organization)

    Excellent = 5
    Good = 4
    Average = 3
    Below Average = 2
    None = 1

    Creativity, Originality, and Effort (strength of argument, persuasiveness, collaboration with others)

    Exceptional = 5
    Good = 4
    As expected = 3
    Less than expected = 2
    Not apparent = 1

    Applied Knowledge (use of material and concepts learned)

    Solid application of learned material = 5
    Very good application of learned material = 4
    Adequate application = 3
    Weak application = 2
    No apparent application = 1

    Comprehension (understanding of topic/assignment)

    Excellent comprehension = 5
    Good comprehension = 4
    Average comprehension = 3
    Weak comprehension = 2
    No comprehension = 1

     
    Highest Possible Average Points

     
    5

     
    Total Average Points

     

     
    Letter Grade

     

    Grade Scale: 5 (A), 4 (B), 3 (C), 2 (D), 1 (F)

     

     
    Materials/Resources Required

    Non-tech: butcher paper, colored pens and/or pencils; computer access to Internet and Google suite (Google docs)

    Glossary

    nuclear proliferation: the spread of nuclear weapons technology and nuclear weapons
    nuclear weapon: a weapon using nuclear material (material made up of atoms that can be easily split to release large amounts of explosive energy
    international relations: relations between countries
    diplomacy: the process of opening discussions and maintaining contacts between different countries
    Links

    Iran teaching resources at the Middle East Studies Center.
    Comments
    Monday, February 6, 2012 - 16:08

    Electing the President: Caucuses and Primaries
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    Key Concepts: political interest groups, representative democracy, two-party system

    Duration: two (2) double-blocks (middle and high school), four (4) class periods (elementary school)

    Goal: Students will understand how the American two-party system functions to accommodate interests that in other democratic countries are served by the multi-party parliamentary system..

    Objective: Students will learn the process by which American presidents are selected and how that process functionally incorporates disparate political interests into a single governmental whole..

    Essential Question: In a country with so many different political differences, factions, and interest groups, how is it that America routinely succeeds in selecting presidents capable of asserting executive power in a manner that is acceptable or at least tolerable for most citizens?

    Common Core Standards Met: CCR English Language Arts Standards 7-10

    21st-Century Skills Employed: Civic Literacy

    Procedures

    Session One:

  • Introduce topic and question, then direct students to read the following online articles from EnchantedLearning (middle school) and Wikipedia (advanced middle school/high school) and watch the YouTube video.
  • Have the students produce a list of the various interest groups or blocks in the United States today (e.g. farmers, bankers, abortion rights proponents, labor union members, etc., results may vary). Next, have them create a table that sorts the interests according to their identification as either local, state, or national interests.
  • Break the class into small groups of four (4) students each, appoint a group leader.  Have each group leader create a Google document and share it with the rest of the group members. (Alternative: have the group leader provide butcher paper and pens/pencils/markers sufficient for all group members to draw and/or write on the paper.)

    • Session Two

  • Have the groups draw a series of concentric circles from small to large and label them accordingly: smallest circle—caucus; larger—primary; larger—nominating convention; largest—national election. Then, ask the students to place the interest groups that they had previously identified into the circle where their needs/demands would be most likely to be met (e.g. farmers = caucus, primary; abortion rights opponents = national, etc.).
  • Once the circle charts are finished, have the students present their product to the class, by group. Each student should have a speaking role in the presentation. (non-tech alternative—have students present their poster board). After the group presentation, open the floor to audience questions and comments.
  • Follow-up Discussion, “Selecting a President Who Can Govern”: In whole group, discuss whether or not the American way of electing a president ensures that the executive can govern effectively a nation with such a wide range of interest groups and divergent needs.  Does the process of moving from local caucus to state primary to national election allow an elected president to lay claim to being the president of all the people?
  • Assessment: assess students presentations based the rubric below:

    •  

     

     

    Students’ names: _________________________________________________________

    Oral Presentation Grading Rubric


    Component

    Points

    General presentation (audience appeal)

    Excellent = 5
    Good = 4
    Average = 3
    Below Average = 2
    None = 1

    Creativity, Originality, and Effort (aesthetic appeal of product)

    Exceptional = 5
    Good = 4
    As expected = 3
    Less than expected = 2
    Not apparent = 1

    Applied Knowledge (use of material and concepts learned)

    Solid application of learned material = 5
    Very good application of learned material = 4
    Adequate application = 3
    Weak application = 2
    No apparent application = 1

    Comprehension (understanding of topic/assignment)

    Excellent comprehension = 5
    Good comprehension = 4
    Average comprehension = 3
    Weak comprehension = 2
    No comprehension = 1

     
    Highest Possible Average Points

     
    5

     
    Total Average Points

     

     
    Letter Grade

     

    Grade Scale: 5 (A), 4 (B), 3 (C), 2 (D), 1 (F)

     

     
    Materials/Resources Required

    Non-tech: butcher paper, colored pens and/or pencils; computer access to Internet and Google suite (Google docs)

    Primary and Secondary Sources

    United States Constitution, Article II, Section 1
    Ben’s Guide to U.S. History (Grades 6-8)
    Ben’s Guide to U.S. History (Grades 9-12)

    Glossary

    caucus: informal, local balloting often referred to as a “straw poll” to select delegates to a party nominating convention

    primary: formal state balloting to select delegates to a party nominating convention
    nominating convention: gathering of state party delegates that selects a political party’s presidential nominee

    Electoral College: body of state delegates chosen through the process of national balloting and given the power to elect the president

    Links

    Elections teaching resources at TeacherVision.
    Comments
    Monday, February 6, 2012 - 15:45

    North Korea
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    Key concepts: Succession of Kim Jong-Un, North Korea and the world, North Korea and its relationship with South Korea including the Korean War

    Duration: Multiple activities are provided depending on which activities you choose the lesson may be one 45-minute session to three 45-minute sessions. (The group activity will take one session.)

    Goal: Students will understand the political situation in North Korea and how it affects the world.

    Objectives: Students will be able to locate North Korea on a map, discuss the political situation in North Korea, understand the Korean War, compare and contrast North Korea and the United States, and identify examples of isolationism. In the group activity students will analyze North Korean facts and hypothesize different scenarios based on textual evidence.

    Essential Question: How does North Korea’s actions affect the world?

    Common Core Standards

    Key Ideas and Details

  • 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

    • Craft and Structure

  • RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

    • Range of Reading and Level of Text Complexity

  • RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently

    • 21st Century Skills

    Procedures

    The Kim Jong-un and North Korea PowerPoint contains multiple resources and activities so you can pick and choose according to your class, which items would be most appropriate. Depending on your choices, you can complete the lesson in one session to three sessions.

    Pre-work for Session One:

  • Check to make sure you are able to access the Kim Jong-un and North Korea PowerPoint’s links from your school’s computer system. Several YouTube videos are used.

    • Session One: (Where is North Korea? Basic facts, Cult of Personality)

  • After introducing topic and essential question, explain to students that they will need to take notes because during the group activity they will be members of Congress and will need to make important decisions based on the information they have learned.
  • If students have access to a computer lab, they can use Google Earth to pull up North Korea to draw a map of it and to see the Google images embedded in Google’s map. If students do not have access to a computer lab you can use the image provided in the PowerPoint presentation for the students to use as a reference.
  • The Kim Jong-un and North Korea PowerPoint provides basic facts such as an understanding of North Korea’s official name (the Democratic People’s Republic of Korea), its leaders, its capital city of Pyongyang (pronunciation links are provided for Korean words), and how North Korea isolates its citizens from outside news. Reflection questions are provided.
  • The “cult of personality” is discussed. Students listen to a North Korean song with English subtitles that praise their leader. Students are informed that no other music is allowed. Reflection questions are provided.

    • Pre-work for Session Two:

  • Check to make sure you are able to access the Kim Jong-un and North Korea PowerPoint links from your school’s computer system. Several YouTube videos are used.

    • Session Two: (North Korea’s Aggressive Acts, Korean War)

  • A short paragraph from the U.S. Department of State describes North Korea’s aggressive acts against other nations. Students can read this primary source individually or as a group activity. You may have different groups of students look up the more difficult words and report on what they mean. Have the students reread the passage after they learn the meaning of the words. I used this passage even though it is dated from last year because it has a great recap of all of North Korea’s recent aggressive activities.
  • Background for the Korean War is presented and a short three minute video describes the Korean War. Another 3 minute video describes how the DMZ (Demilitarized Zone) was created.
  • Information is presented about North Korea as of today and reflection questions are provided.

    • Pre-work for Session Three:

  • Print out Group Activity Congressional Report handout (to save paper you only need pages, 1, 2, 3, 9 and 12)
  • Preview and scaffold vocabulary or choose groups so that each group has a strong reader.

    • Session Three: (Reading primary sources about whether should Japan have nuclear weapons and then hypothesizing what North Korea’s reaction would be.)

  • Group Activity—Students will read individually or in groups the Congressional Report: “Japan’s Nuclear Future: Policy Debate, Prospects and U.S. Interests”  (page 1 “Introduction”, page 2 to 3 “An Evolving Security Environment in Asia”, page 9 “International Diplomatic Consequences, and p 12 “Future of the Korean Peninsula). The students will answer the following questions:
  • Do you think it is a good idea or a bad idea for Japan to develop nuclear weapons?
  • Why did you make your decision?
  • What do you think North Korea’s reaction may be if Japan chooses to create nuclear weapons? Why?
  • If there is time, students will create a PowerPoint justifying their analysis.

    • Materials Needed:

    Non-tech: paper, poster board, colored pens and/or pencils for map assignment.

    Resources:

    Teacher needs to have computer access to Internet.
    Links are provided on the PowerPoint if students have access.
    If students do not have access, teacher will need to make paper copies of the map slide.

    Glossary

    Armistice—when both sides agree to stop fighting, however, North Korea and South Korea are still officially at war.

    Cult of Personality— “A cult of personality arises when an individual uses mass media, propaganda, or other methods, to create an idealized and heroic public image, often through unquestioning flattery and praise. Cults of personality are usually associated with dictatorships.” http://en.wikipedia.org/wiki/Cult_of_personality

    DMZ—Demilitarized Zone- a buffer zone between North Korea and South Korea filled with over a million landmines.

    Human Rights Violation—some examples of human right violations are torture, being enslaved, not given a fair trial.

    Isolationism—removing one’s country from international affairs.

    Juche—stresses national self-reliance, extreme isolation, and racial purity.

    Nuclear Non-Proliferation—stopping the spread of nuclear weapons

    Additional Reference Links:

    Links: Columbia University’s Asia for Educators site for more information and lesson plans about Korea’s past and present and other Asian countries. Free classes are offered to teachers in certain states.

    Books:

  • Kim Il Sung and Kim Jon Il by Rachel A. Koestler-Grack
  • North Korea- Enchantment of the World by Patricia J. Kummer
  • The Reference Shelf- The Two Koreas edited by Jennifer Peloso

    • “NOT” suitable for middle school students but an EXCELLENT novel is The Orphan Master’s Son by Adam Johnson.
    Comments
    Monday, January 2, 2012 - 20:17

    Occupy Wall Street
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    Key Concepts:  direct democracy, popular right to assemble, redress of grievances in a democratic order

    Duration:  two (2) double-blocks (middle and high school), four (4) class periods (elementary school)

    Goal:  Students will understand the social and political limits placed on central components of American democracy while differentiating between representative and direct democracy.

    Objective:  Students will compare and contrast the current Occupy Wall St. protest tactic of establishing encampments in public spaces with similar tactics employed by the Bonus Army of 1932, noting similarities and differences in the means and ends of both groups.

    Essential Question:  Does the occupation of public space offer a successful vehicle for protest, given the nature of representative democracy and the legal limits placed on the rights to assemble and petition for redress of grievances enshrined in the Bill of Rights?

    Common Core Standards:  CCR Standards 7-9

    21st Century Skills:  Critical Thinking and Problem Solving

    Procedures

    Session One:

  • Introduce topic and question, then direct students to Wikipedia articles on Occupy Wall St. and the Bonus Army; read and take notes (non-tech alternative - distribute copies of articles); discuss, in large group, similarities and differences between the movements, in terms of motivating issues and remedies desired; explain the difference between direct and representative democracy.
  • Access copies of the First Amendment online (non-tech alternatives - distribute paper copies or access the document online and project for class to view), read, and discuss OWS and the Bonus Army again, in light of the protections guaranteed by the Constitution.  Discussion question: Did the Bonus Army and/or OWS cross the line between free speech/free assembly and trespass/unlawful assembly?
  • Break the class into small groups of four (4) students each, appoint a group leader.  Have each group create a Google Presentation with two slides, one each for OWS and the Bonus Army (non-tech alternative - use poster board and draw a table with two (2) sections for OWS and the Bonus Army, one for similarities and one for differences).  Discussion Question: Did the Bonus Army and/or OWS have the right to occupy public space and press their demands for change?

    • Session Two:

  • Have the students present their findings to the class, by group, using Google Presentation.  Each student should have a speaking role in the presentation. (non-tech alternative - have students present their poster board)  After the group presentation, open the floor to audience questions and comments.
  • Assessment: assess students based the rubric below:

    • Students’ names: _________________________________________________________

    Oral Presentation Grading Rubric


    Component

    Points

    General presentation (audience appeal)

    Excellent = 5
    Good = 4
    Average = 3
    Below Average = 2
    None = 1

    Creativity, Originality, and Effort

    Exceptional = 5
    Good = 4
    As expected = 3
    Less than expected = 2
    Not apparent = 1

    Applied Knowledge (use of material and concepts learned)

    Solid application of learned material = 5
    Very good application of learned material = 4
    Adequate application = 3
    Weak application = 2
    No apparent application = 1

    Comprehension (understanding of topic/assignment)

    Excellent comprehension = 5
    Good comprehension = 4
    Average comprehension = 3
    Weak comprehension = 2
    No comprehension = 1

     
    Highest Possible Average Points

     
    5

     
    Total Average Points

     

     
    Letter Grade

     

    Grade Scale: 5 (A), 4 (B), 3 (C), 2 (D), 1 (F)

     

    Materials Needed

    Non-tech: paper, poster board, colored pens and/or pencils

    Resources

    Computer access to Internet and Google suite; document camera, if necessary; OWS Primary and Secondary Sources

    Wikipedia articles
    OWS website, blog, and Twitter feed

    Glossary

    Vocabulary Preview

    Links

    CNN video discussion
    Comments
    Monday, January 2, 2012 - 17:09

    Tea Party
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    Download the PowerPoint for this lesson plan

    Key concepts:  Boston Tea Party vs. Tea Party 2009, Preamble of the Constitution, constitutional concepts of “originalism” vs. “living document,” Section 1 Article 8 of the Constitution, Grassroots Activism, Social Media in Elections

    Duration:  Multiple activities are provided; depending on which activities you choose the lesson may be one 45-minute session to three 45-minute sessions.

    Goal:  Students will understand how political movements are created, organized and influence American politics.

    Objectives:  Students will compare and contrast the Boston Tea Party of 1773 with the Tea Party movement of 2009, learn the Preamble of the Constitution, compare and contrast the constitutional concepts of “originalism” and “living document”, understand Section 1 Article 8 of the Constitution, understand grassroots activism and how social media is changing campaign strategies.

    Essential Question:  Americans have been participating in political protests since the beginning of our country’s history.  How has the organization of political groups and their actions evolved over time?

    Common Core Standards

    Key Ideas and Details

  • 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

    • Craft and Structure

  • RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

    • Range of Reading and Level of Text Complexity

  • RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently

    • 21st Century Skills

    Procedures

    The Tea Party Movement 2009 PowerPoint contains multiple resources and activities so you can pick and choose according to your class, which items would be most appropriate. Depending on your choices, you can complete the lesson in one session or up to three sessions.  

    Pre-work for Session One:

  • Print out organizer if needed
  • Check to make sure you are able to access the Tea Party Movement 2009 PowerPoint’s links from your school’s computer system

    • Session One:  (Tea Party Movement 2009, Boston Tea Party, Tea Party Beliefs, Preamble)

  • After introducing topic and essential question, explain to students that they will be completing the organizer comparing and contrasting the Boston Tea Party of 1773 and the Tea Party Movement of 2009 throughout the lesson. Some parts of the organizer will not be able to be completed until all sessions are finished. NYT Graphic

    • Review origin of Tea Party name. Video clip of Rick Santelli’s comment and multiple Boston Tea Party videos clip are included as links on the PowerPoint.

    CNBC Rick Santelli’s Tea Party comment from 0 seconds to 2 min 30 seconds
    CSNBC clip

    Boston Tea Party 1773  (Choose links as needed)

    Tea Party - Schoolhouse Rock - No more Kings 3 minutes

    The Boston Tea Party Takes Place - December 16, 1773  30 seconds

    The Boston Tea Party 4 minutes

  • Introduce Tea Party beliefs (1. Close adherence to Constitution- Members commit to learning Constitution) decide on what type of presentation you want your students to complete for the Preamble exercise (Oral, ASL- American Sign Language, PowerPoint, etc.).

    • School House Rock - Preamble (America Rock)  3 minutes


    ASL Translation of the Preamble to The Constitution of the United States of America 1 min
    The preamble in sign language!  1 minute

    Pre-work for Session Two:

  • The students will be reading primary sources about constitutional concepts.  Preview and scaffold vocabulary or choose groups so that each group has a strong reader.

    • Session Two:  (Constitutional concepts of “originalism” and “living document”)

  • Have students read individually or as groups the primary source, Supreme Court Justice Clarence Thomas’s dissent for the Supreme Court case BROWN, GOVERNOR OF CALIFORNIA, ET AL. v. ENTERTAINMENT MERCHANTS ASSOCIATION ET AL, PAGES 38 to 42. It has Supreme Court Justice Clarence Thomas explaining his understanding of originalism which matches with the Tea Party belief.  (1. Close adherence to Constitution—“originalist” view)
  • As a counterpoint have students read individually or as groups the primary source, IT IS A CONSTITUTION WE ARE EXPOUNDING Collected Writings on Interpreting Our Founding Document, Foreword by Laurence H. Tribe PAGES 142 TO 146.  It has Supreme Court Justice Thurgood Marshall explain his understanding of the “living document” concept.
  • Students will then write at least three paragraphs about the “originalism” concept of the Constitution and the “living document” concept of the Constitution.  In the first paragraph explain what the “originalism” concept is.  In the second paragraph explain what the “living document” concept is. In the third paragraph compare and contrast the two constitutional concepts.

    • Session Three:  (Article 1 Section 8 of Constitution, Grassroots Activism and Social Media)

  • Introduce Tea Party beliefs (2. Less government, lower taxes, balance budget)
  • Either individually or in groups, students will review Article 1 Section 8 of the Constitution.  After they read the students will list ten government agencies that are not included in Article 1 Section 8 and answer the questions: “If you were president, is there any government agency that you would eliminate to save money?  Why or why not?” 
  • If students need to see a list of government agencies a link is provided here.
  • If time is available have a discussion on how different students pick different agencies to cut or not to cut.  How can a consensus be reached?
  • Introduce Tea Party beliefs (3. Grassroots activism, using elections to reach political objectives and using town meetings or tea parties to organize) The 2010 Massachusetts Senate election is discussed.
  • The use of social media is presented in the link “How Scott Brown Friended, Tweeted and LOLed His Way Into The Senate from Epicenter”. After reading the link students will write a paragraph about how using social media (Facebook, Twitter, etc.) is changing the way future election campaigns will be handled. How does social media help grassroots organizations compete with more well-funded organizations?
  • Students will reflect and then compare and contrast the ways citizens from different centuries have participated in political issues after reading the primary source of George Hewes about his actions at the Boston Tea Party and watching the Scott Brown Volunteer in Fitchburg account.

    • George Hewes—first person account of Boston Tea Party

    Scott Brown Volunteer in Fitchburg

    Alternative Exercise:

    *Compare Tea Party Movement to Occupy Wall Street Movement
    See the previous lesson from HNN about Occupy Wall Street in Historical Context as reference material. Use organizer from NY Times Learning Network learning.blogs@nytimes.com

    NYT Graphic

    Materials Needed:

    Non-tech: paper, poster board, colored pens and/or pencils

    Resources:

    Teacher needs to have computer access to Internet.
    Links are provided on the PowerPoint if students have access.
    If students do not have access, teacher will need to make paper copies.

    Glossary

    Conservative: Holding to traditional attitudes and values. 

    Grassroots Activism- A grassroots movement is politics at a local level. It is usually spontaneous and has many volunteers in the community that give their time to support  a local party.

    Libertarian- “One who advocates maximizing individual rights and minimizing the role of the state.” from the freedictionary.com

    Living document- concept that the Constitution will need to change with the times.

    Minor- A young person, not an adult

    Originalism- concept that the Constitution needs to be interpreted based on what the original writers intended it to mean.

    Social Media- web-based and mobile technologies that create interactive conversations.

    Uphold the law- to carry out the law as it is written.

    Additional Reference Links (not included above or in PowerPoint):

    Boston Tea Party Historical Society- site contains pictures and facts

    Boston Tea Party Historical Society- play about original Tea Party

    No Time for Tea (3-5 Grade)

    U.S. Constitution

    Other Tea Party Lesson Plans:

    *The Life of the (Tea) Party: Comparing Social Protest Movements By DINAH MACK and HOLLY EPSTEIN OJALVO

    *The Tea Party Movement- C-SPAN
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    Monday, December 19, 2011 - 15:18

    Hard Times: The Economy
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    Duration: three (3) class sessions

    Goals

    Students will develop an ability to place current economic events into historical context.

    Objectives

    Provided with sufficient background knowledge, students will understand the natural fluctuations of a market economy and the role of economic downturns in a capitalist system.

    Procedures

    Session One -- lecture, relationship between production and consumption/monetary inflation and deflation in a market economy; define and discuss the term recession and differentiate between recession and depression (provide historical overview of “booms and busts” from the fifteenth century to today)

    Session Two -- review HNN news backgrounder; discuss the varying ideological interpretations current global economic crisis (introduce and discuss theories of Karl Marx and Adam Smith)

    Session Three -- group activity; break students up into groups and have each create a joint document that (1) analyzes the economic situation today from either a Marxian or free-market perspective and (2) offers future projections for the state of the global economy; the analysis/projection must be broken into sections covering history, economic theory, current economic status globally and nationally, and likely future developments

    Assessment

    Students are assessed based on (1) their level of group participation/contribution and (2) the degree of conceptual understanding expressed collectively and in their individual sections.
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