zachary+vansickle+archive


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__**Lesson Plan: 9/11 for 11th Grade History**__ Point of Lesson: Application of Strand 1: Standard 1(Comprehending the Past)

0:00-5:00: Guided writing activity - A question will be given to the students to help them begin to focus on what we are about to study that day. This activity will not only act as an opening to the new lesson, but will also act as a tool to help them come into class and focus before we get started.

5:00-10:00: Finding Out Background knowledge - I want to use this opportunity to bring forward the thoughts that the students have about 9/11 and to write them on the board collectively. - Key Words that may come up (whether correct or not): Osama Bin Laden, Afghanistan, Iraq, Saddam, Twin Towers, Flight 93, Pentagon, Bush, Fire fighters, turban, Muslim, Al Qaeda, Sikhism

10:00-20:00: Un-clouding the Media Driven Perspective - Through this portion of the class I want to help the students understand key point of the 9/11 attacks. These include the fact following facts: o That Iraq has and had nothing to do with them o The difference between this extremist Muslim organization and the actual religion. (Using the example of the extremist Christians that protest veteran funerals) o The conspiracy theorists o Etc.

20:00-25:00: Communicative group discussion - Use this time to divide into groups and discuss the information that they have just learned and what they think of it - This is a good time to go around and make sure everyone is understanding and taking in the information

25:00-35:00: Historical Background of the United States in Afghanistan - Cold War: Russia tries to set up a communist state in Afghanistan o United States supplies the Afghans to be able to fight back against the Russians o Etc. - Build enough historical background knowledge that they can see the context of everything before the attack, so that they can build their own educated opinions

35:00-40:00: 9/11 Primary source materials - Provide some imagery that would help the students begin to comprehend what happened. o The issue is the graphic nature of the material that is begin shown, so you have to consider very carefully what is appropriate and what is not for your students. - Provide short clips of the airplanes hitting the towers.

40:00-45:00: Writing Reflection - A time to unravel everything that they had learned in the day, because all of the material is very emotionally charged - Take the reflections home to examine the students thoughts on the subject matter and examine if further classes need to be dedicated to the material to help them gain a better understanding.

__**Teaching Correspondent Partner: Unit Planning**__

After finally being able to get a hold of my teacher, I finally asked her the question and she had a very similar answer to what we actually do in class. The very first thing she said she does when she goes to plan a unit is look at the state standards. She said that the state standards are absolutely essential to ever lesson she teaches in her class. After looking at the state standards she goes and finds out what needs to be taught about these lessons and how she can go about doing it. She also uses the essential questions and the "Students will be able to" ideas that are important to all teachers. After this she creates activities that help her students succeed in these goals that she has set up for them. It is nice to see a teacher that has been teaching for around 22 years still applying theories and methods that we are learning today.


 * __Teaching Geography: Helping Students finally "get it"__**

I think that one of the ways that I would help students gain a greater understanding of a concept in geography is through questioning. I think that by using the example of maps, we can demonstrate that we all basically take the concept for granted. In my opinion maps are the previous generations wikipedia. This is because, like the text said, there is no name that is associated with the map and it causes us to lose the ability to challenge the validity of the work. I think that maps would be best explained through challenging prior notions of what the world looks like. I would create five different world maps from a different perspective to demonstrate that within every land mass drawn, or not drawn, there is bias. The maps would in turn focus on a different portion of the world: Asia focused, North American focus, European focus, Africa, map upside down. I think that by challenging these notions that maps are innocuous, students will begin to develop those critical thinking skills that are necessary for all facets of life (especially outside the classroom in the partisan society we will live in today). I personally remember thinking in high school "why is north always up? why is south always down?". My teachers could never answer my question and so I had to go without an answer. These kinds of question help students learn more about the world around them and the influence of history on concepts as remedial as maps.