Andrew+Kursik

TOPIC FOR LESSON: Michigan’s Role in the Civil War Date: Grade Level/Course: Unit:
 * Student-Directed Investigation Lesson **

Lesson Objectives (information, disposition, and skill objectives):

1) P1.2 Analyze point of view, context, and bias to interpret primary and secondary source documents. 2) P2.4 Use multiple perspectives and resources to identify and analyze issues appropriate to the social studies discipline being studied. 3) Know significant periods and events in world history; social, religious, and political movements; and major historical figures who influenced such movements.

Assessment Tools: 1) Provide Students with a project checklist/timeline for completion 2) Conference with each student before they start working 3) Paper & Presentation

Activities: -After teaching a unit on the Civil War -The teacher will give a short presentation on Michigan’s involvement in the Civil War ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">-30 minutes || <span style="font-family: 'Arial','sans-serif';">-Give students background knowledge on the role(s) that Michiganders played in the Civil War <span style="font-family: 'Arial','sans-serif';">-Provide students with sources for information regarding Michigan’s involvement in the war <span style="font-family: 'Arial','sans-serif';">-Assist students will researching their/choosing their topics || <span style="font-family: 'Arial','sans-serif';">Students’ Activities <span style="font-family: 'Arial','sans-serif';">-Research about a specific person or group of Michiganders that played a role in the Civil War <span style="font-family: 'Arial','sans-serif';">-Write a 2-3 page paper about how this person or group was involved in the war <span style="font-family: 'Arial','sans-serif';">-Prepare a presentation for the class to display their findings; PowerPoint, speech, movie, etc… || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">2 weeks || <span style="font-family: 'Arial','sans-serif';">-Present findings in class <span style="font-family: 'Arial','sans-serif';">-Submit findings in the form of a paper ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">1-2 days ||
 * <span style="font-family: 'Arial','sans-serif';">Initiation/Opening/Hook
 * <span style="font-family: 'Arial','sans-serif';">Teacher’s Activities
 * <span style="font-family: 'Arial','sans-serif';">Closure

**<span style="font-family: 'Arial','sans-serif';">Atomic Bombing Discussion Lesson Plan **

<span style="font-family: 'Arial','sans-serif';">TOPIC FOR LESSON: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Past Wheel Discussion- Dropping Atomic Bombs on Japan <span style="font-family: 'Arial','sans-serif';"> Date:

<span style="font-family: 'Arial','sans-serif';">Grade Level/Course: high school U.S. History class

<span style="font-family: 'Arial','sans-serif';">Unit: WWII

<span style="font-family: 'Arial','sans-serif';">Lesson Objectives (information, disposition, and skill objectives):

<span style="font-family: 'Arial','sans-serif';"> 1) 8.1.1 Origins of the Cold War

<span style="font-family: 'Arial','sans-serif';"> 2) 8.1.4 Mapping the 20th Century

<span style="font-family: 'Arial','sans-serif';"> 3) 7.2.2 U.S. and the Course of WWII

<span style="font-family: 'Arial','sans-serif';">Assessment Tools: Exit Slips, Class observations, and Position Essay

<span style="font-family: 'Arial','sans-serif';">Activities:

<span style="font-family: 'Arial','sans-serif';">- Show a clip of the U.S. atomic attack on Japan to end WWII ( this discussion will take place at the end of the WWII unit so students will have background knowledge of the conflict’s events that led to the bombing) ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">10 minutes || <span style="font-family: 'Arial','sans-serif';">- Map the issue/solutions to the issue on the board <span style="font-family: 'Arial','sans-serif';">- Play the devil’s advocate during the discussion || <span style="font-family: 'Arial','sans-serif';">Students’ Activities <span style="font-family: 'Arial','sans-serif';">- Critique the President Truman’s decision to drop the bombs on Japan through a discussion <span style="font-family: 'Arial','sans-serif';">- Write a short paper on the one possible alternative solution to the bombing and what the consequences of the alternative would be || <span style="font-family: 'Arial','sans-serif';">Time
 * <span style="font-family: 'Arial','sans-serif';">Initiation/Opening/Hook
 * <span style="font-family: 'Arial','sans-serif';">Teacher’s Activities

<span style="font-family: 'Arial','sans-serif';">40 Minutes || <span style="font-family: 'Arial','sans-serif';">- <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Exit slip answering the question; do you think the U.S. should have dropped to the bombs on Japan and why/why not? <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- Paper 1-2 pages discussing an alternative action to the bombing and what the consequences for the U.S and the world this action would <span style="font-family: 'Arial','sans-serif';"> have. ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">5 minutes
 * <span style="font-family: 'Arial','sans-serif';">Closure

<span style="font-family: 'Arial','sans-serif';">1 week ||


 * <span style="font-family: 'Arial','sans-serif';">Possible Solutions: **

<span style="font-family: 'Arial','sans-serif';">Solution 1: To not drop the bombs entirely

<span style="font-family: 'Arial','sans-serif';">Consequence: It was estimated that the United States would lose an addition 1 million American lives invading and taking control of the Japanese mainland.

<span style="font-family: 'Arial','sans-serif';">Solution 2: Only Drop 1 bomb instead of 2

<span style="font-family: 'Arial','sans-serif';">Consequence: The military might of the United States would not have been displayed for the nation’s post-war enemies (USSR). At the time it was thought that the earth only contained enough atomic materials for one atomic bomb to be built; by dropping two it proved this theory wrong and made the United States an uncontested superpower.

<span style="font-family: 'Arial','sans-serif';">Solution 3: Show U.S. atomic strength to Japan without dropping the bomb on people

<span style="font-family: 'Arial','sans-serif';">Consequence: The American people wanted revenge for the Japanese attack on Pearl Harbor and inhumane tactics during WWII; the majority of the American population wanted to drop the bombs.

**<span style="font-family: 'Arial','sans-serif';">Stock Simulation **

<span style="font-family: 'Arial','sans-serif';">TOPIC FOR LESSON: Stock Exchange Date: <span style="font-family: 'Arial','sans-serif';">Grade Level/Course: High school economics <span style="font-family: 'Arial','sans-serif';">Unit: markets/stocks

<span style="font-family: 'Arial','sans-serif';">Lesson Objectives (information, disposition, and skill objectives):

<span style="font-family: 'Arial','sans-serif';">1) <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">1.2.2 Price in the Market – Analyze how prices send signals and provide incentives to buyers and sellers in a competitive market. <span style="font-family: 'Arial','sans-serif';">2) <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">4.1.3 Personal Finance Strategy – Develop a personal finance strategy for earning, spending, saving and investing resources. <span style="font-family: 'Arial','sans-serif';">3) <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Understand how buyers and sellers interact to create markets

<span style="font-family: 'Arial','sans-serif';">Assessment Tools: Investment Log/ Reflection Paper

<span style="font-family: 'Arial','sans-serif';">Activities: <span style="font-family: 'Arial','sans-serif';">Introduction to market game/ demonstrate how to buy and sell stocks as well as navigate the game’s interface. ||  || <span style="font-family: 'Arial','sans-serif';">Time 10-15 || <span style="font-family: 'Arial','sans-serif';">-Demonstrate how to compete in the stock exchange game. <span style="font-family: 'Arial','sans-serif';">-Assist students as they participate in the stock exchange <span style="font-family: 'Arial','sans-serif';">-Participate in the game || <span style="font-family: 'Arial','sans-serif';">Students’ Activities <span style="font-family: 'Arial','sans-serif';">-Compete in the stock exchange game <span style="font-family: 'Arial','sans-serif';">-Keep a log stock transaction log <span style="font-family: 'Arial','sans-serif';">-Write a reflection paper after the simulation is complete || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Arial','sans-serif';">6 Fridays || <span style="font-family: 'Arial','sans-serif';">2-3 page reflection about the student's experience with the stock exchange game; the paper should contain: student strategy, what they would do the same and what they would do differently if they played again, also the students will discuss what they learned about the stock exchange and how they can apply this knowledge to the real world. ||  || <span style="font-family: 'Arial','sans-serif';">Time ||
 * <span style="font-family: 'Arial','sans-serif';">Initiation/Opening/Hook
 * <span style="font-family: 'Arial','sans-serif';">Teacher’s Activities
 * <span style="font-family: 'Arial','sans-serif';">Closure

<span style="font-family: 'Arial','sans-serif';">-Students will participate in a six week stock exchange simulation using the site []. Class time for the simulation will consist of six Fridays in the computer lab, but students will be allowed access to the game for the entire six weeks at their own convenience. Students will buy and sell stocks to increase their capital using the exchange game. After each class students will record their daily transactions of the week in a log to organize their exchanges. Also they will write a paragraph reflection explaining their weekly strategy. At the end of the simulation students will write a 2-3 page reflection paper about their approach throughout the simulation; what they would do differently or the same if they participated in another simulation and lastly they will discuss what real-world knowledge they gained from the project and how they might use this information about markets/stocks in the future.


 * <span style="font-family: 'Arial','sans-serif';">Transaction Log EX: **

<span style="font-family: 'Arial','sans-serif';">Week #:

<span style="font-family: 'Arial','sans-serif';">Stock Symbol || <span style="font-family: 'Arial','sans-serif';">Quantity ||  || <span style="font-family: 'Arial','sans-serif';"> Sold : <span style="font-family: 'Arial','sans-serif';">Stock Symbol || <span style="font-family: 'Arial','sans-serif';">Quantity ||
 * <span style="font-family: 'Arial','sans-serif';">Acquired :

<span style="font-family: 'Arial','sans-serif';">Reflection:


 * Cooperative Learning Lesson**

<span style="font-family: 'Arial','sans-serif';">TOPIC FOR LESSON: Early American Civilizations Date: <span style="font-family: 'Arial','sans-serif';">Grade Level/Course: 7th/ World History <span style="font-family: 'Arial','sans-serif';">Unit: Early American Civilizations

<span style="font-family: 'Arial','sans-serif';">Lesson Objectives (information, disposition, and skill objectives):

<span style="font-family: 'Arial','sans-serif';"> 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples <span style="font-family: 'Arial','sans-serif';"> 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1.3 Geographical Understanding <span style="font-family: 'Arial','sans-serif';"> 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Work cooperatively in groups in order to achieve a common goal

<span style="font-family: 'Arial','sans-serif';">Assessment Tools: <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Group and Self-Assessment of the Project

<span style="font-family: 'Arial','sans-serif';">Activities: <span style="font-family: 'Arial','sans-serif';">- <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Clip on the benefits of working in a group ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">2 minutes || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-Give instructions <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-Divide students into groups of 6 <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-Observe group work to determine the accuracy of the self and group-evaluations at the end of the project <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-Provide students with materials needed to create maps and compile similarities and differences in an appropriate fashion || <span style="font-family: 'Arial','sans-serif';">Students’ Activities <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">- Play the role (in pairs) of map maker, similarities and differences compiler, or presenter <span style="font-family: 'Arial','sans-serif';">- <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Take individual notes on one of three sections assigned for the project <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-Report individual findings to the other two groups members <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">- Create a map that shows the locations of the three Early American Civilizations and also contains information on the similarities/differences of each society (origin, social structure, religion, Achievements, and decline) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-Present findings and map to the class || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Remaining class time/present the during class the following day || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Group/Self Evaluations ||  || <span style="font-family: 'Arial','sans-serif';">Time <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">7 minutes ||
 * <span style="font-family: 'Arial','sans-serif';">Initiation/Opening/Hook
 * <span style="font-family: 'Arial','sans-serif';">Teacher’s Activities
 * <span style="font-family: 'Arial','sans-serif';">Closure

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-First students will watch a clip on the benefits of working in a group in order for them to become focused on how and why they should work cooperatively in a group. Then the teacher will give the assignment to the students regarding the three early American civilizations; Incas, Mayans, and Aztecs. The teacher will then split the class up into groups of six assigning three sets of pairs within the larger group. Students will divide the three civilizations amongst the pairs and then begin taking notes on the section in the book concerning the civilization they are focusing on; paying special attention to origin, social structure, religion, achievements, and decline of each ancient society. The group will then come back together and present their findings to the rest of the group. From here the pairs will choose between three roles; map marker, similarities and differences compiler, and presenter. This must be done in a fair and orderly fashion within the group as the teacher will make all three pairs complete each role individually if it cannot be achieved. Next, the pairs will achieve the requirements of their role; <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> -Map Marker: create a map of that contains the locations of the all three civilizations <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">- Similarities/Differences: create a chart that contains the similarities and differences of the three civilizations <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">-Presenter: present the findings of the similarities and differences as well as the map to the rest of the class <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">If the role requirements cannot be completed in class then the work must be taken home to be finished (this fact will be given to students at the beginning of the assignment so students can plan ahead). The next day the students will be given 10-15 minutes at the beginning of class to finish/ prepare for the presentation. Presentations will take place; after the students will individually complete group/self-evaluation forms to be turned in at the end of class.