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Lesson Plans Title: Politics in the United States Primary Content Addressed: United States Government Grade Level: 12th Grade panama standard: Learning Objective: Students will define and contrast types of government including democracy, monarchy, oligarchy, and totalitarianism. Bloom: This project will focus on both knowledge and analysis. Students will gather information and then distinguish facts against one another. Lesson Part 1: Begin the lesson by showing the students a video of one of John F.
Kennedy’s speeches, exemplifying the way in which a democratic leader would resent his views. Then explain to the students some of the different types of government (democracy, monarchy, oligarchy, and totalitarianism). Lesson Part 2: Break class into four groups (no more than 5 students) and give them a rubric of the project. First, the students will pick one of the four main types of government. Once each group has decided on a different type, they will need to create a Powering presentation over there type.
This must include a definition of the government, examples of countries, examples of famous rulers, key dates in history, and a small example of a famous speech. Students will have time to work on Powering presentations in class, in which they have 3 days to complete. After their presentation which need to be at least 10 minutes (no longer than 15), students will sit with their groups, as the teacher begins a debate session. Each group will send one student at a time to debate differing topics.
Topics may include how the people of your nation feel about your leadership style, your economy’s prosperity (or lack of), and their approach on wars. Lesson Part 3: Students will be graded on presentation quality and information covered, as well as overall effort and how much work they UT into the project. The idea is to improve each student’s presentation skills along with developing a deeper understanding for diverse governments. Primary Learners Met: Visual, auditory, and kinesthesia learners will appreciate the presentation and development of a debate.
Title: The Greek Civilization Primary Content Addressed: World History Grade Level: 10th Grade primary standard: AS. WHO. 2. 5 2007 SIC. SEES. 2. 2 2010 Learning Objective: Students identify and explain the significance of achievements of Greeks in mathematics, science, philosophy, architecture and the arts and their impact on various peoples and places in subsequent periods of world history. Students will also explain characteristics of the solar system, specifically constellation origins. Bloom: This project will focus on both knowledge and comprehension.
Students will gather information and understand the meaning of instructions to a problem. Lesson Part 1: Begin the lesson by showing students pictures of different types of Greek architecture (like the Coliseum) and explain what an impact Greek culture had on the rest of the world. Lesson Part 2: Students will be given a map of constellations throughout our solar system. Using this map along with an online source, students will have one class period (1 hour) to determine each constellation on the map (1 5 constellations) and assign it to its Greek name and history information.
The idea of integration between world history and science is to show that the Greek influence in the world even spread to our knowledge of science with the solar system. After they have found all 15 constellations and have assigned them to their history, each student will need to study for a quiz the next day. Lesson Part 3: A quiz of 10 constellations will be given to each student. They will be required to match each name to a picture of the constellation, tell what year it was named, and give a short example to its history. Students will be graded on recollection of constellations as well as completion of the previous assignment.
Primary Learners Met: Visual learners will appreciate the combination of history with viewing constellations within the solar system. Title: A Third-World Plan Primary Content Addressed: World Geography Grade Level: 1 lath Grade primary standard: AS. WAG. 2. 3 2007 EL. 11. 5. 102006 Learning Objective: Students will give examples and analyze ways in which people’s hanging views of places and regions reflect cultural changes. Students will then write a research report that has been developed using a systematic research process (defines topic, gathers information, determines credibility, reports findings).
Bloom: This paper will focus on comprehension, analysis, and synthesis. Students will gather information about lesser-developed countries, compare them to our own country, and compose an idea that could help the situation. Lesson Part 1: Begin the lesson by giving students a short presentation on under- developed regions in different continents. The presentation will show different comparisons between the United States economy and others, showing the need of improvement in other locations. Lesson Part 2: Each student will be assigned an 8-10 page (MEAL-style) research paper over an under-developed country of their choice.
Each country must be pre-approved by the teacher. The paper will include a history of the region, key rulers or leaders, main reasoning for under-development, and most importantly a plan to help initiate a developmental project to improve the situation. Students will have some class periods to research in the library (using at least 6 resources), but this assignment will be primarily done as homework. Students will have roughly 3 weeks to submit a rough draft. One class period will be spent in peer editing with at least 2 other students.
Students will then have 2 days to revise their papers and turn them in as a final draft. Lesson Part 3: Students will be graded on quality of their paper (formatting, grammar, structure). The idea is to bring global awareness to the table, but also to think of ways to improve it. Students will also develop research and composition skills. Primary Learners Met: Visual and kinesthesia learners will be satisfied by researching ND reading different information and then developing a plan to combat the Title: Personality Traits Primary Content Addressed: Psychology panama standard: ss.
P. 4. 1 2007 Learning Objective: Students will identify factors that may influence the formation of personality. Bloom: This activity will focus primarily on knowledge by students observing and researching mental illness. Lesson Part 1: Begin the lesson by showing a clip from the movie “A Beautiful Mind. ” Explain how different people are born with different personality traits as well as mental illnesses. Also explain the sensitivity of the situation before diving into the lesson as to not offend anyone who might have a mental illness.
Lesson Part 2: The teacher will lecture on different types of mental illnesses and personality types, while the students take notes. The lecture will include pictures and examples of brain activity for differing situations. Students will be required to then answer different questions throughout the lecture to ensure focus on the presentation. Afterwards, students can work with people around them and answer different questions from the lesson within the textbook. They will go over the lesson in the book, relating it to the lecture, and answer 5 questions from the individual lesson.
Lesson Part 3: Students will take a vocabulary quiz the next day, which they will be given a study guide for. The vocabulary quiz will contain 25 words that they will need to match to a definition. Students will be graded on class participation and quality of the vocabulary quiz. Primary Learners Met: Auditory learners will be primarily satisfied with a lecture- based learning activity. Title: Budget Primary Content Addressed: Economics primary standard: AS. E. 6. 10 2007 Learning Objective: Students will formulate a savings or financial investment plan for a future goal.
Bloom: This activity will focus primarily on application. Students will construct a budget plan based on many factors of life to represent the importance of long-term saving or investment. Lesson Part 1: Begin the lesson by discussing with and asking students about their dream house or dream car. Realistically, students will pick extremely expensive choices. Explain that in order to afford luxuries like those, that a long-term savings or investment plan is crucial. Lesson Part 2: Each student will use an Excel sheet to egging a budget plan for a one-year plan.
Students will draw out of a bag a different career with a different salary (ranging from $30,000 a year to $250,000 a year). They will then have to find a house in which they can afford a monthly payment and add this information to the budget. Then, they will need to find a car in which they can afford monthly payments as well. Monthly payments of the average food and utility costs will also be added to the budget. Each student will also draw a “Random Event” card which could be anything from being demoted to finding $20,000 in your attic.
Students will have one week to develop this budget plan (while staying debt-free) and write a I-page reflection on what they could have done better or differently, and if their plan worked well. Lesson Part 3: Students will be graded on their ability to stay debt-free as well as their effort and quality of their reflection paper. The idea of the project is to show students the importance of saving while still having to spend money on regular things. Primary Learners Met: Kinesthesia learners will be primarily pleased with actually getting to develop their own plan.