Kevin+Curtis's+Lessons



TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach =Daily Lesson GAME Plan Template= Understanding the Amendments || Related Lessons: Civics, U.S. History, U.S. Government || Purposes and uses of constitutions (I-C) The values and principles that are basic to American constitutional democracy (II-D) The place of law in the American constitutional system (III-D) The American political system provides for choice and opportunities for participation (III-E) The rights of citizens (V-B) n Creativity and innovation o Communication and collaboration n Research and information fluency ||
 * Lesson Title:
 * Grade: 11th & 12th || Subject: (American) Civil Liberties ||
 * GOALS ||
 * Content Standards: **
 * ** ISTE NETS-S **

n Critical thinking, problem-solving, & decision-making o Digital citizenship n Technology operations and concepts || || || 1 bell (50 min)
 * Instructional objective(s): **
 * The students will gain an understanding of the amendments to the Constitution through the use of various technologies and creative activities. Students will gain a sense of their rights as United States citizens, as well as the reality that many rights are limited and controversial. **
 * ACTION ||
 * Before-class preparation: Students must be taught what each of the 27 amendments represents. They must be provided with some background knowledge before entering various projects and assignments. A copy of the PowerPoint will be downloaded onto class wiki for students to upload. **
 * Before-class preparation: Students must be taught what each of the 27 amendments represents. They must be provided with some background knowledge before entering various projects and assignments. A copy of the PowerPoint will be downloaded onto class wiki for students to upload. **
 * During class
 * Time || Instructional Activities || Materials & Resources ||

1 bell (50 min)

1 bell (50 min)

2-3 bells (100-150 min )

1 bell (50 min)

1 bell (50 min) || Direct instruction of 27 amendments and a brief synopsis of each including background, reason for it and time ratified.

Divide students into pairs and have students access the United States Constitution using the CongressLink website in order to complete an amendment scavenger hunt. Be sure that the scavenger hunt includes all the major provisions in each amendment as well as uses the glossary and historical notes on the site. After the students have finished the scavenger hunt, give credit to those students who answered the questions correctly then review the scavenger hunt worksheet in its entirety. While reviewing the amendments that have just been researched, it would be a good time to introduce current controversial issues that have arisen with numerous amendments. (For example: Death Penalty/8th amendment; Firearms/2nd amendment; etc.)

Have each student choose an amendment in order to create a political cartoon. This illustration should exemplify what the amendment is about, as well as integrate current issues involved with the amendment. After the students have completed their cartoon, allow time to share with the class or to hang them on the wall. If time allows in class or for homework, pass out the situational exercise worksheet. The worksheet is located at the end of this lesson. This worksheet provides situations that occurred in colonial America at the hands of the British. Each student should decide which future amendment would apply to each situation. This activity should provide a realization that the amendments were needed by the citizens in order to assure that rights would never be taken away again.

Advise students that many of the amendments are very controversial. Place students in groups of two or three to research one controversial amendment and find articles that relate to the amendment. For example, the 8th amendment has been used in arguments against the death penalty. Students should find articles dealing with death penalty and create a bulletin board showing the pros and cons of the death penalty through the use of articles from the internet, as well as explain the 8th amendment. Brief group presentations will be prepared to give to classmates to share what has been created.

Using the same amendment that was chosen for the bulletin board, have each group assume that they represent an organization promoting a particular issue related to their amendment. For example, the students could represent an anti-death penalty organization or a pro-death penalty organization. Have each group create a pamphlet promoting the organization. The pamphlet should contain reasons why one should support the group. The pamphlets should make references to the appropriate amendments. (Each group should type their pamphlet.)

From research conducted previously on the Internet, students should have found examples of rights or limitations of rights in other countries. Have students share incidents in other countries where rights have been denied. As a final evaluation, have students write an editorial or essay explaining to what extent Americans use their Constitutional rights. Have students decide which amendments should be eliminated and why? Also, what amendment, if any, should be added? || Laptop and digital projector

Computer lab / library with computers & internet access. Students must also have access to our S drive for Social Studies or be provided with a group flash drive by teacher.

Scissors, colored pencils, blank white and colored paper / construction paper, local newspaper and a few recent periodicals, situational exercise worksheet. All materials today will be provided by the teacher.

Internet access, computer lab / library, access to S drive and / or group flash drive, posterboard or common bulletin board, markers, printers, printer paper, scissors, glue sticks,

Blank computer paper, colored pencils, markers, scissors, (these are for making a rough draft for final typed pamphlet). Access to computer lab

Access to word processors, S drive or group flash drive to save projects and finalize all projects. || Notes: Student groupings will be based on a few deciding factors: internet access at home, compatibility with work and school-related functions, success thus far in class requirements. Basically, each group will have a few students with internet access outside of school and will be able to balance a respectable schedule between their extracurricular / after school activities. Not all of the highly competent students will be paired with other highly competent students and vice versa.


 * MONITOR ||

Ongoing assessment(s): Each daily project or lesson will be provided with a brief rubric that will also be posted to the class wiki for students to upload. Students, through various small group projects, should be able to demonstrate a comprehension for all of the amendments to the Constitution as well as display an appropriate sense of teamwork towards accomplishing several goals. Accommodations and extensions: Any student with modifications or special needs will be paired with someone that qualifies as a successful helping student and one that acknowledges their special needs. Special needs students will also have all of their needs met and appropriated according to their Individualized Education Plan (IEP) and/or their 504 modification. All students will be fully engaged in learning and will be completely mainstreamed.

Unit reflections and notes: Create a class journal or online record through progress book (our district’s online grade book). Closely monitor on-task behavior outside of classroom and observe teamwork within each particular group as well as properly document it daily. Work with each group to promote learning and comprehension of amendments and their civic implications. Make certain that students are properly utilizing accurate and credible online sources during their online time in class. Here are the two attached worksheets needed for further instruction mentioned in the daily lessons above: The 27 Amendments 1. The first amendment to the Constitution says....freedom of religion, speech, and press. The second part of the first amendment says....peacefully assembly and just say any crazy thing you like (Assemble and be nice, and just say any crazy think you like!) 2. The second amendment to the Constitution says....right to bear arms (Here is my gun freeze!) 3. The third amendment to the Constitution says....soldiers get out, please. (Soldiers get out please) 4. The fourth amendment to the Constitution says....Where’s your warrant, please? (Whereas your warrant, please?) 5. The fifth amendment to the Constitution says....Don’t rat on yourself? (Donut rat on yourself) 6. The sixth amendment to the Constitution says....right to a quick trial (Right to a quick trial) 7. The seventh amendment to the Constitution says....jury trial in civil cases (Jury trial in civil cases) 8. The eighth amendment to the Constitution says....don’t lock me in dark places (Donut lock me in dark places!) 9. The ninth amendment to the Constitution says....powers of the people (Powers of the people) 10. The tenth amendment to the Constitution says....the states have rights too (States have rights too) 11. The eleventh amendment to the Constitution says....suits against states (Suits against states) 12. The twelfth amendment to the Constitution says....election of the Pres. (Election of the Pres.) 13. The thirteenth amendment to the Constitution says....slavery is invalid (Slavery is invalid) 14. The fourteenth amendment to the Constitution says....equal rights for all (Equal rights for all) 15. The fifteenth amendment to the Constitution says....all races get the ballot (All races get the ballot) 16. The sixteenth amendment to the Constitution says....Congress can take taxes (Congress can take taxes) 17. The seventeenth amendment to the Constitution says....we elect Senators too (We elect Senators too) 18. The eighteenth amendment to the Constitution says....alcohol will kill you (Alcohol will kill you) 19. The nineteenth amendment to the Constitution says....women vote like men do (Women vote like men do) 20. The twentieth amendment to the Constitution says ....terms of office, Pres. and Congress (Terms of office, Pres. and Congress) 21. The twenty-first amendment to the Constitution says....we can drink now, WOW! (We can drink now, WOW!) 22. The twenty-second amendment to the Constitution says....only 2 terms now (Only two terms now) 23. The twenty-third amendment to the Constitution says....DC’s got the vote (DC’s got the vote) 24. The twenty-fourth amendment to the Constitution says....pay to vote no more (Pay to vote no more) 25. The twenty-fifth amendment to the Constitution says....If Bill dies, weave got Al. (If Bill dies, weave got Al) 26. The twenty-sixth amendment to the Constitution says....we can die, we can vote (We can die, we can vote) 27. The twenty-seventh amendment to the Constitution says...Congress wants more money (Congress wants more money) Each of the following situations is based on the experiences of colonists in America. Each contains at least one British violation of a right that Americans thought they should have. If you had been an American colonist of the time, what rights would you claim on the basis of such experiences? 1. Your name is William Bradford. You have been arrested and your press in Philadelphia destroyed for printing an article criticizing the deputy governor. In the article you said the governor was like "a large cocker spaniel about five foot five." 2. Your name is Mary Strong. You have lived in Charlestown most of your life and have strong opinions about how Massachusetts is being governed. Whenever you speak your mind too freely, you find yourself arrested and put in an iron device that fits over your head like a mask to prevent you from talking. 3. Your name is Elsbeth Merrill. While baking bread this afternoon and awaiting the return of your husband, an agent of the king arrived to inform you that four British soldiers will be quartered in your home. 4. Your name is Lemuel Adams and you have a warehouse full of goods near Boston harbor. the king's magistrate gives British officials a writ of assistance that enables them to search all the homes, stores, and warehouse by the harbor to look for evidence of smuggling. 5. Your name is James Otis. You represent colonists who have been imprisoned and are being denied their right to trial by a jury of people from their own communities. You argue that to deny a person his traditional rights as an Englishman is illegal because it violates the principles of the British constitution. The royal magistrate denies your request and sends the prisoners to England for a trial.
 * EVALUATE AND EXTEND ||
 * Critical Thinking Exercise: Identifying Violations of Rights**

Kevin,

This is a great lesson. It seems very well thought-out and put together. I do wonder though, what your overall problem is for problem based learning? I guess that you may not need one single question because you have little questions and problems throughout the lesson. For instance, when the students are asked to make a pamphlet on an amendment, the implied question is, "How would you push your opinion based on this amendment?" I just might write in the implied question on some of these parts. Come to think of it, I need to do this on my own lesson too! Great job though,

Tyler

I think this lesson is very good. I must admit that when it comes to teaching other subjects besides science it is difficult for me to determine weather or not this is a great lesson. It looks really well put together to me. I think that incorporating debate into this lesson could really send home the controversial nature of many of the ammendments. Overall I think this is a great lesson. Norm

Fellas, thanks for the comments. Norm, I don't like to be "that" guy but I couldn't resist with your typo of weather in the sentence that you described the difficulty of adapting to a subject outside of science: Classic. Thanks for the compliments and hopefully it will go well when put into action. Certainly kind of ironic the Geology/Chem teacher using "weather" as opposed to whether. Its ok we all became "that guy" when we recieved our teaching certificates in the mail. I would have done the same :) Norm

Norm, you are probably correct about all of us becoming "that guy" at some point. Thanks for the reassurance that you would have done the same.

Tyler, thanks for the suggestions and I am not quite certain of the best problem would be for my PBL seeing as I have several smaller activities and suggestions scattered throughout. What would you suggest? Do you think I should consider simplifying it for the purpose of being more specific and detailed as opposed to cluttered and overfilled with information? T

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach =Daily Lesson GAME Plan Template= Global Civil Rights: A modern comparison of cultures || Related Lessons: Civics, U.S. gov’t, World History, Cultures, Political Science || Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.
 * Lesson Title:
 * || Unit: (American) Civil Liberties ||
 * GOALS ||
 * Content Standards: **

Analyze how issues may be viewed differently by various cultural groups.

Identify historical origins that influenced the rights U.S. citizens have today.

o Creativity and innovation n Communication and collaboration n Research and information fluency ||
 * Standard Taken from Ohio Dept. of Education Social Studies standards (2009) **
 * ** ISTE NETS-S **

n Critical thinking, problem-solving, & decision-making n Digital citizenship n Technology operations and concepts ||
 * Instructional objective(s): ** Students will strengthen their knowledge and opinion on our civil rights and those provided to use in the U.S. constitution. Students will also gain additional knowledge of other countries’ rights prescribed to their citizens. Students will acknowledge what rights are given in a foreign country and will be able to properly compare and contrast them with those learned from the previous lesson and since then.

|| Two class periods (2x50 min = 100 min)
 * ACTION ||
 * ** Before-class preparation: ** Students will have already learned from the previous lesson how to adequately prepare a small group blog and/or wiki. Students will still need some time to initially set this up, but less time will be given this time around. I will need to register and download what is needed for either ePals or virtual classroom.org to facilitate a particular facet of the lesson. I will also need to create a list of countries that will be accessible through our selected site (probably ePals). Students will need to have adequate lab time for computer usage. Rubrics will be provided for students and folders will need to be prepared ahead of time with blank grade sheets provided for me to complete during the project’s duration. Each group will be assigned several countries that are comparable in many ways to that of the United States. The small groups will be responsible for compiling information and establishing online communication with people from those countries. ||
 * During class
 * Time || Instructional Activities || Materials & Resources ||

2-3 class periods || Research and Assign basic background responsibilities. Students will conduct research within their small groups and report back to both their groups and the class what they have found pertaining to their assigned countries. During this time, students will fill any remaining time by creating questions to ask “friendly world neighbors” and adequately prepare to converse with them online.

Collaborate with remaining small group members and classmates in other groups about questions pertaining to their country’s civil liberties and laws. Begin process of utilizing ePals to connect with other students from assigned countries. Goal is to gain answers for self-created questions and attempt to clearly compare and contrast a few of our civil liberties to those from another nation. Properly post findings and summarize conversations onto class blogs and prepare a brief oral presentation of findings and discussions. || Computer lab time

Computer lab time || Notes: Proper preparation by the teacher will be completed well in advance of lesson’s beginning. The teacher will be certain that each country assigned will have students of similar age willing to participate. Similar to creating a pen pal writing exercise, the teacher must collaborate beforehand with the cooperating teachers from around the world via their own social networking or online collaboration through either e-mail or a social networking site such as ePals.


 * MONITOR ||

Ongoing assessment(s): Rubrics will be given to each student and blank assessment sheets will be placed in their small group’s folder for this particular project. Each day will be assigned a point value and certain responsibilities must be fulfilled by each day’s end. There will also be a group participation component and willingness to help peers and be an effective group member will be a definite factor.

Accommodations and extensions: Similar to the last lesson, students will be adequately placed into small groups with at least two students that are compassionate towards special needs students and that will be willing to have them as an equal partner. Extended time will be provided if more time is needed for all students and with respect to certain deadlines.

Backup plan: The traditional pencil and paper method of maintaining a pen pal will serve as the initial back up plan. The teacher will need to properly research appropriate places that will accommodate simply answering a few American high school students’ questions about their assumptions of our laws and civil liberties as well as what their nation’s civil laws are composed of. Lesson reflections and notes: When completed, students will have properly gained knowledge and personal insight into an assortment of countries around the world. The students will be able to properly compare and contrast what certain countries do similarly and differently in regards to civil liberties and laws. Their conversations and any other relevant, intriguing discoveries will be compiled into a virtual field trip, or a digital story for friends and family to observe. This will serve as a useful artifact for not only learning new technologies, but also about learning more about other cultures.
 * EVALUATE AND EXTEND ||

I find this lesson to be elegant in its simplicity. What better way to have students learn about other cultures, rules and regulation than to have them interact with people of other cultures? The answer is that there is no better way. Many of the things I have learned as an adult have come from the knowledge of people outside of this country. I consider some of these communications to be the foundation to who I am in my adult life. I learned about communism from an old Geology prof I previously worked for. She was Romanian and told me about her indoctrination beginning as a child and later the struggles living in a communist controlled country. She also drew several parallels between many of our current political policies and and of her former country. The moral of this story is that truth be told I am not much of a history buff yet I found her stories to be very informative and insightful. In short, I was very interested in her perspective of something I could have never truly conceptualized. I am certain that like me and my experience with other cultures this lesson will grab the attentions of students that may otherwise remain passive. __Norm__

Norm, thanks for the comments and I couldn't agree with you more about learning from others and their experiences as much as creating your own experiences along the way. You don't have to be a history buff to enjoy someone's history. I like to pitch to my students that history is merely a bunch of similar scenarios as today just in a different time period. Students that revel in drama and what not could definitely relate with stories such as JFK and Marilyn Monroe, or Jefferson and his many mistresses of opposing color. I liked your opening sentence and the "elegant in its simplicity" comment. Thanks again, Kevin.

I am going to have to agree with Norm on the value of this interaction. I come from a hog farm and I teach in the suburbs of Columbus, Ohio. When I tell my students about even the farm culture that I grew up in 140 miles from them, they are entranced! They love hearing about a life different than their own. Some of these students never make it our of Columbus! They don't have any perspective on life. It is hard for them. A lesson like this one would do amazing things for them. It also could make them learn to appreciate all of the valuable civil rights that they have in this country. I would say that you have used online collaboration in the best way possible. Great work! Tyler

Tyler, where exactly did you grow up and what was the name of the hog farm? I grew up nearly 40 miles north of Columbus in a very small, rural town with many hogs and other livestock. Ironically, when I come home (which seems to be quite regularly), I play cards at a friend's hog farm and we play in his pull barn. Crazy. Thanks for the compliments and the point of you mentioning a little background to prove your point was well taken and I completely understood. My biggest concern is not being able to access and encapsulate all of the needed technology for such a lesson.

Thanks again, Kevin.

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach =Unit Plan Template= Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: These standards are from the National Educational Technology Standards for Students, @http://www.iste.org/Content/NavigationMenu/NETS/For_Students/NETS_S.htm. 1 Creativity and innovation 2 Communication and collaboration 3 Research and information fluency || 4 Critical thinking, problem-solving, & decision-making 5 Digital citizenship 6 Technology operations and concepts ||
 * Unit Title: Experiencing our Constitutional Rights || Related Lessons: Civics, U.S. Government, World History, integrating technology ||
 * Grade: 12 || Subject(s): Civics, U.S. Government ||
 * GOALS ||
 * Content Standards: **
 * ISTE-NETS-S 1: Creativity and Innovation**
 * apply existing knowledge to generate new ideas, products, or processes.
 * create original works as a means of personal or group expression.
 * use models and simulations to explore complex systems and issues.
 * identify trends and forecast possibilities.
 * ISTE-NETS-S 2: Communication and Collaboration**
 * interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
 * communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * develop cultural understanding and global awareness by engaging with learners of other cultures.
 * contribute to project teams to produce original works or solve problems.
 * ** ISTE NETS-S **
 * Instructional objective(s): **
 * Enhance communication skills through asking questions, expressing opinions, constructing narratives, and writing for an audience
 * Develop and strengthen computer skills using software that combines text, still images, audio, video, and other media
 * ACTION ||
 * Date || Schedule of lessons || Materials & Resources needed ||

15-20 min (day one)

15-30 min (day one)

40-50 min (day two)

40-50 min (day three)

50 min (day four)

50 min (day five) || Introduce students to digital storytelling. Lead a brief discussion to (digital) storytelling

Small group brainstorming session. Students may draw on each other’s experiences and gather information on what amendments are most applicable to their chosen scenario. Groups must select a story for which they want to tell.

Students must begin drafting their story (on paper) with their group members based on the chosen idea keeping in mind that the story, not the technology, should drive this project. Different students will determine different parts of their story for which they intend on telling.

Introduce students to storyboarding. Hand out small, colored sticky notes and sheets of paper pre-drawn with empty boxes, resembling an empty cartoon strip. Take them through the story, frame-by-frame, discussing the pictures & sequence through which they will tell their story. After this, discuss transitions, visual effects (if any) and soundtrack. Help instruction with interactive whiteboard.

Help students prepare their final draft. Ask each group to develop one or two parts of the storyboard. One group will be in charge of assembling the pieces into one story using PowerPoint or another software application. If the group decides to record their narration, they must each have a reading part so that everyone has a part to read.

Class debriefing. Have each student relate to a partner the special contribution h/she made to the project and why it was important. Discuss as a group what was learned about storytelling, and allow students to add and change their story based on their new understanding. Discuss as a class what they found to be most interesting about digital storytelling. Check for student understanding that, by using other media, stories can be far more than just using text. ||

Pencil, scrap paper, word processors

Pencil, paper, word processors

Interactive whiteboard, small, colored sticky notes, sheets of paper with pre-drawn empty boxes on them resembling cartoon strips, projector, laptop, colored pencils, markers

PowerPoint, computers (2-3 students per computer) || Assessment(s): =Presentation Rubric= Accommodations and extensions: ​ Kevin, I grew up in Greenville, Ohio (Northwest of Dayton) Robert F. Winner and Sons is the family business. I really like this lesson. I also love the idea of making the students do a storyboard first. So many times if students get a camera, they don't ever put a plan together and they jsut shoot random video. Making them do a story board first is a great idea. I also love the rubric. Did you do it on Rubistar or from scratch? Tyler
 * MONITOR ||
 * |||||| Evaluating Student Presentations   || || ||
 * ** Developed by Information Technology Evaluation Services, NC Department of Public Instruction ** || ||
 * || ** 1 ** || ** 2 **  || ** 3 **  || ** 4 **  || ** Total **  ||
 * ** Organization ** || Audience cannot understand presentation because there is no sequence of information.  || Audience has difficulty following presentation because student jumps around.  || Student presents information in logical sequence which audience can follow.  || Student presents information in logical, interesting sequence which audience can follow.  || ||
 * ** Subject Knowledge ** || Student does not have grasp of information; student cannot answer questions about subject.  || Student is uncomfortable with information and is able to answer only rudimentary questions.  || Student is at ease with expected answers to all questions, but fails to elaborate.  || Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.  || ||
 * ** Graphics ** || Student uses superfluous graphics or no graphics  || Student occasionally uses graphics that rarely support text and presentation.  || Student's graphics relate to text and presentation.  || Student's graphics explain and reinforce screen text and presentation.  || ||
 * ** Mechanics ** || Student's presentation has four or more spelling errors and/or grammatical errors.  || Presentation has three misspellings and/or grammatical errors.  || Presentation has no more than two misspellings and/or grammatical errors.  || Presentation has no misspellings or grammatical errors.  || ||
 * ** Eye Contact ** || Student reads all of report with no eye contact.  || Student occasionally uses eye contact, but still reads most of report.  || Student maintains eye contact most of the time but frequently returns to notes.  || Student maintains eye contact with audience, seldom returning to notes.  || ||
 * ** Elocution ** || Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.  || Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.  || Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.  || Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.  || ||
 * || || || || ** Total Points: ** || ||
 * Student participation and engagement
 * Discussion that yields insightful comparisons between digital and traditional storytelling
 * An understanding that media can help make stories far more than just text

I think that I have heard of Greenville. The best man in my wedding lives in Brookville and just built a house just off of 675 (exit 7). He is a member of NCR Country Club and we love driving up there to play some golf. Not sure if you play, but it is a great club. I also liked to have them do a storyboard first. No Rubistar, just from scratch. I appreciate you recognizing that students do just that; just wing it with a camera. Thanks for the comments and have a good new year!!! Kevin.