Technology and Learning

Lesson A: Let’s Talk About Peace

Final Team Project

Team B

Kat A. Focht

Victoria Beavers

Vernon Hensley

William Lonecke

CMP 520

Christine Davis, EdS, Facilitator

April 8, 2003

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Reading, writing, and ‘rithmatic have evolved. No longer is it acceptable to merely stand at the front of a classroom and lecture all day. Students want more. They expect more. And by all means, they deserve more. One way to increase variety and augment interest is to use technology. In any of its many forms, technology has the means to add a new dimension to any lesson plan. In the accompanying project, Team B has integrated technology in a diversified approach. Using current events as the central theme and technology as the means, plans are representative of the fields of social studies, music, and language arts. This project is an illustration of how seamlessly technology can be integrated into the curriculum. Part One of the endeavor exemplifies a scenario for instructing students in successful search strategies. Part Two of the project examines a way of teaching students the essentials of evaluating Web sites. Part Three is a series of lesson plans constructed by team members using current events as the takeoff point for creatively weaving technology into several subject areas.

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Title: Catching the Right Wave

Subject: Technology

Grade Level: Middle school

Set-up Time: Thirty minutes.

Class Time: Three hours and 20 minutes, divided into four 50-minute sessions

Genre: Problem Solving

Activity Structure: Information

Description: Students become familiar with the basic functions of search engines. They decide how to use keywords to locate Web sites. They learn strategies for refining their searches. Students explore search engines to research a topic.

Primary Problem: How can a student learn to search the Internet successfully for specific information?

1. What search engines are best for student research?
2. How do you determine what words to use when searching the Internet?
3. What approach would you use to search the Internet for research material?
4. What conclusions can you draw about designing the parameters for an online search?
5. What way would you design a plan for searching the Internet for specific information?
6. What would you recommend as the most efficient way to surf the Internet for specific information?

1. Students will compile a list of five search engines appropriate for student use in searching the Internet.
2. Students will create a list of five suggestions for determining how to generate the terms used in an Internet search.
3. Students will write a brief paragraph on how to determine an approach to searching the Internet for research purposes.
4. Students will list three ways of defining the parameters for an online search.
5. Students will create a step-by-step process for searching the Internet for specific information.
6. Students will create a list of recommendations for the most efficient ways to surf the Internet.

Students practice responsible use of technology systems, information, and software.

Students use technology tools to enhance learning, increase productivity, and promote creativity.

1. Students use technology to locate, evaluate, and collect information from a variety of sources.
2. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

1. Signed permission forms for students to use the Internet
2. Computers with Internet access
3. List of possible Web sites for students to use in conducting research (Handout A)
4. Information Sheet, "Searching For the Right Wave to Surf" (Handout B)
5. Handout for compiling a list of Internet search engines, creating a list of five suggestions for deciding how to generate the terms used in an Internet search, composing a brief paragraph on how to determine an approach to searching the Internet for research purposes, listing three ways of defining the parameters for an online search, creating a step-by-step process for searching the Internet for specific information, and listing recommendations for the most efficient way to surf the Internet (Handout C)
6. Rubric for assessment of project (Handout D)

1. The teacher will supply the term "surfing," and each student will have five minutes to list as many word associations as possible.
2. The class will tally the number of variations on the term "surfing."
3. Teacher will then pose the primary problem of how a student can search the Internet for specific information on a general topic.
4. Students will openly exchange information on their perceptions of how to carry out a successful search by limiting the parameters.

1. In the computer lab, students will receive Handout A and will spend five minutes sharing possible past experiences with any of the search engines on the list. This will tap into prior knowledge and inform students without prior knowledge of the possible sites and what they can be used for (5 minutes).
2. Students will choose five out of the six possible search engines (three minutes).
3. Using the question, "What is a surfboard made of?", students will surf each of the five chosen search engines and record how many hits they get back on each query (30minutes).
4. Compare and contrast recorded information among peers.

1. Students will choose the one search engine they would like to work with today. They will then orally brainstorm possible ways to narrow the field down enough for a manageable search (three minutes).
2. Take tutorial (10 minutes). Teacher will determine choice of tutorial dependant upon the reading level of her students.
3. Students will receive the search path template (Handout A-1) and the information sheet (Handout B). They will familiarize themselves with the handout (three minutes).
4. Students will log on and pull up their chosen search engines. They will use Handout B to narrow their search of the initial question (30 minutes).
5. Students will search the Internet using Handout B to answer the initial question, "What are surfboards made of?"
6. Students who found the answer to the question will share what they found to be the answer (five minutes).

1. Students will receive Handout C and will individually complete the worksheet.

After Computer Activity (25 minutes): Open forum discussion for reflection for comparing/contrasting surfing the Internet with surfing in the library.

Problems and Solutions: In case there are equipment problems, if one computer is available, substitute an LCD screen and teach the lesson as a whole instead of as an individual student project. Due to potentially slow Internet connections, the time frame might have to be extended.

Differentiated Learning Accommodation: This lesson plan can be modified in numerous ways. The range of reading skills needed to properly access the Web sites ranges from simple to difficult. Two of the sites even offer a format for non-readers. For learning disabled students, another way to modify the lesson is to have the students work in teams. Gifted students can guide lower grade classes through the lesson or can act as peer tutors during the lesson.

Extension Activity: The class can brainstorm a list of ten investigative questions to research on the Internet.

Handout C will be used as the evaluative tool. Ninety to one hundred is an A. Eighty to eighty-nine is a B. Seventy to seventy-nine is a C. Sixty to sixty-nine is a D. Fifty-nine and below is failing.

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A) Target population: 8^th Grade

B) Length of time projected to complete the lesson: three, forty-five minute sessions.

C) Objectives/outcomes:

I. The students will be able to make an evaluation of web sites by means of a structure evaluation tool for determining the credibility of information presented by the web sites.

II. The student will decide if the individual web sites visited present credible information.

D) For the teacher:

1. Prior to this activity all web sites designated for student research must be explored by the teacher to assure appropriateness of content. A list of commercial, educational, and organizational web sites that provide hyperlinks to other web sites that may be appropriate for
2. this research is provided in Enclosure 1.

E) Overview of activities/procedures: This activity will follow distinct interconnected steps that will provide students with a structured methodology for evaluating information obtained from the Internet by identifying those elements of a web site which provide evidence of valid information.

I. Before using the computer – (Day One – 1^st forty-five 45 minute session)

a. Teacher will Lead the class in a preliminary discussion focused on the problems of the validity of information obtained from the Internet. Included in the discussion will be the analogy of "garbage in – garbage out" to illustrate the importance of finding valid information.

b. Teacher will clearly state the objective of the activity to the class:

1. The students will be able to make an evaluation of web sites by means of a structure evaluation tool for determining the credibility of information presented by the web sites.

2. The student will decide if the individual web sites visited present credible information

c. Teacher will provide each member of the class with an activity package containing: pre-selected web sites (Enclosure 2), activity worksheet (Enclosure 3), and self-evaluation form (Enclosure 4).

d. Teacher will review rules of conduct concerning school rules for appropriate use of the Internet for student research.

II. While at the computer – (Day 2 – 2^nd forty-five minute session)

a. Students will select one site from list A and one site from list B of

Enclosure 2 for web site evaluation. These lists are randomly

structured and the results of the search may be (a) two credible sites or

(b) one credible and one not credible site or (or) two not credible sites.

b. Students will follow directions as provided by the worksheet

(Enclosure 3) to make an evaluation of the information presented on Internet Websites.

III. After computer use – (Day 3 – 3^rd forty-five minute session)

a. Students will present their evaluations of web sites to the class by means of a class display chart (Enclosure 6).

F) Completion of task:

I. Students will submit, to the teacher, one completed evaluation form (Enclosure 3) for each of the two web sites visited, to the teacher, for evaluation and critique of the activity.

II. Students will submit, to the teacher, one completed self-evaluation for feedback and analysis of activity.

G) Evaluation/assessment rubrics: Use Enclosure 5 for teacher evaluation/assessment rubric.

H) Internet sites to be accessed: Use Enclosure 2 for appropriate web sites for student exploration.

Aol@school Middle School found at http://school.aol.com/middleschool/index.adp

PBS found at http://www.pbs.org

Scholastic at http://www.pbs.org

Yahooligans at http://www.pbs.org

ThinkQuest USA 2002-2003 at http://www.thinkquest.org/tqusa/index.html

Copyright website: http://www.benedict.com/

American Roots Music: http://www.pbs.org/americanrootsmusic/

A Guide to Medieval and Renaissance Music:

http://www.s-hamilton.k12.ia.us/antiqua/instrumt.html

Medieval Europe:

http://www.historyteacher.net/GlobalHistory-1/WebLinks/WebLinks-Medieval%20Europe.htm

Notable African-American Musicians: http://www.infoplease.com/spot/bhmpeople6.html

Site Surveyor 2:

http://www.infoplease.com/spot/bhmpeople6.html

Introduction to Digital Recording Techniques:

http://www.digital-recordings.com/publ/pubrec.html#general

Basics of Analog Recording

http://homerecording.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Farts.ucsc.edu%2Fems%2Fmusic%2Fequipment%2Fanalog_recorders%2FAnalog_Recorders.html

Netlingo: http://www.netlingo.com/emailsh.cfm

Vmyths.com: http://www.vmyths.com

Good music guide: http://www.good-music-guide.com/

Jubilatores: http://www.toledolink.com/~jubilatores/barry2.html

Trumpet: http://www.toledolink.com/~jubilatores/barry2.html

This form was obtained from: http://www.lib.umd.edu/UES/webcheck.html (see references)

a) The instructions for this project were clear and easy to follow.

Yes No   

         
b) The worksheet was clear and easy to understand.

Yes No

c) My worksheet is completely filled out.

Yes No

d) My decisions about the web sites are based upon the results of my evaluation worksheets.

Yes No

e) This project will help me decide wheatear or not the information obtained from Internet web sites is credible.

Yes No

On the following page, state why it is important to be able to decide if information obtained from Internet web sites is credible.

4 ■ The student completes all important components of the task and communicates

ideas clearly.

■ The student demonstrates in-depth understanding of the relevant concepts and

or processes.

■ Where appropriate, the student chooses more efficient and/or sophisticated

processes.

■ Where appropriate, the student offers interpretations or extensions (generalizations, applications, analogies).

3 ■ The student completes most important components of the task and

communicates clearly.

■ The student demonstrates understanding of major concepts even though

he/she overlooks or misunderstands less important ideas or details.

2 ■ The student completes some important components of the task and

communicates those clearly.

■ The student demonstrates that there are gaps in his/her conceptual

understanding.

1 ■ Student shows minimal understanding

■ Student unable to generate strategy or answer may display only recall. Answer

lacks clear communication.

■ Answer may be totally incorrect or irrelevant.

0 ■ blank/no response

For each item of the worksheet each student must decide if the information obtained contributes to a site containing valid, credible information or not.

1. For a valid item color the associated block black. For invalid or non-contributing information, leave the block clear.

2. The students must indicate their decision at the bottom of the chart if the site is valid, invalid or indicate that they cannot decide by placing the number one (1) in the space provided.

3. Total the numbers for valid, invalid, and can’t tell indications to the right in the space provided.

4. Present the results using a pie chart to gain some perspective as to the validity of sites visited (see example below).

References

Title: Let’s Talk About Peace

Topic: Current Events

Subject: Social Studies

Grade Level: Middle School

Set up time: Approximately one to two 50-minute sessions

Class time: Three to four 50- minute sessions

Type of lesson: Genre: Problem solving

Description: Three to four classrooms, each located in various parts of the world or within various areas of the United States, will be used. First, children in each class will research aspects and reasons for the war with Iraq. Second, students will teleconference a peace talk session. Each class will role play / represent a nation in an effort to find a peaceful solution to the war with Iraq.

Primary Problem: How can we construct a peaceful conflict resolution among people and nations with cultural differences?

1. How can we communicate effectively as a group?
2. How do we work towards a common goal with a variety of cultures and interests?
3. How do we record pertinent information of a meeting in an unbiased manner?
4. What are the various elements needed in order to engage in constructive peace talks?
5. What support would you use to defend your position on the war?
6. Do you agree with the outcome of the simulated peace talks?

Level II Comprehension: Students will create 3 comparisons, 3 contrasts, and a comprehensive summary as to the various reasons, outcomes, and effects of war.

Level III Application: Students will organize and apply previously researched information in order to construct a solution to the war and come to a consensus on the construction.

Level V Synthesis: Students will utilize persuasive speaking skills and elements to predict and theorize two potential solutions to war using a governmental peace-talk simulation.

Level VI Evaluation: Students will apply 10 criteria to assess and measure the success of the simulated peace talks. Students will recommend potential solutions to problems that may have arisen during the peace-talk simulation.

Educational skills and benchmarks: According to the Michigan Social Studies benchmarks and standards, this lesson covers at least six of the seven strands.

I. Historical perspective, II. Geographic perspective, III. Civic perspective,

IV. Economic perspective, V. Inquiry, and VI. Public discourse / decision making.

Strand I. Standard I.4 - Students will evaluate key decisions made at critical turning points in history by assessing their implication and long term consequences.

Strand II. Standard II.3 – Students will describe, compare, and explain locations and characteristics of economic activities, trade political activities, migration, information flow, and the interrelationships among them.

Strand II. Standard II.5 – Students will describe and explain the causes, consequences, and geographic context of major global issues and events.

Strand III. Standard III.3 – Students will describe the political and legal processes created to make decision seek consensus, and resolve conflicts in a free society.

Strand III. Standard III.5 – Students will understand how the world is organized politically, the formation of American foreign policy, and the roles the United States plays in the international arena.

Strand IV. Standard IV1.1 – Explain why people must face scarcity when making economic and political decisions.

Strand IV. Standard IV1.2 – Identify the opportunity costs in real life decision-making situations.

Strand V. Standard V1 – Students will acquire information from books, maps, newspapers, data sets, and other sources, organize and present the information in maps, graphs, charts, and timelines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information.

Strand V. Standard V2 – Students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypothesis, reporting results both orally and in writing, and making use of appropriate technology.

Strand VI. Standard VI.1 – Students will state an issue clearly as a question of public policy, trace the origins of the issue, analyze various perspectives people bring to the issues and evaluate possible ways to resolve the issue.

Strand VI. Standard VI.2 – Students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions.

Strand VII Standard VI.1 – Students will consider the effects of an individual’s actions on other people, how one acts in accordance with the rules of law, and how one acts in a virtuous and ethically responsible way as a member of society.

1. Three to four Internet-access computers

2. Teleconferencing equipment

4. Group worksheets (provided)

5. Three to four other classrooms with which to work

6. Current local newspapers

7. Class Web site

8. Class email

Internet Resources:

Ask Eric: Coping With War

http://www.askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Counseling/coping.html

Ask Eric: Remember September 11^th

http://askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Counseling/tragedy2.html

Ask Eric: Teaching About War

http://www.askeric.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Social_Studies/Current_Events/war.html

Ask Eric: Tech Tutorials: to support the technology team with trouble shooting

http://www.techtutorials.com/

Ask Jeeves for Kids: Initial search page

http://www.ajkids.com/

Ask Jeeves for Kids: War with Iraq

http://www.ajkids.com/main/metaAnswer.asp?t=a&s=k&MetaEngine=Education%2BWorld&en=EW&qid=82ADEA7AC3B11D4CA68C81B68A3BFE9F&frames=1&io=&pt=&eo=3&adcat=jeev&ac=24&ask=war+with+Iraq&dt=&MetaURL=http%3A%2F%2Fwww.history.navy.mil%2Fwars%2Fdstorm%2Fds5.htm&Image1.x=16&Image1.y=14

Ask Jeeves for Kids: Initial search page for a country study on Iraq http://www.ajkids.com/main/followup.asp?aj_ques=snapshot%3Dkids%26kbid%3D354183%26item1%3D1058218-547488&aj_logid=A52689FFEC5B0242892CF3AAB64F1DB9&aj_rank=5&aj_score=0.8&aj_list1=1058218-547488&back=http%3A%2F%2Fwww.ajkids.com%2FKids42.asp%3Fask%3D2003%2Bwar%2Bwith%2BIraq%26site_name%3Dkids%26metasearch%3D1%26frames%3D1%26qSource%3D3%26spellcheck%3D%26origin%3D99%26AskJeeves.x%3D25%26AskJeeves.y%3D13&en=ka&qid=F79D8228E9FBB044BCC8CC69288D6DC6&frames=1&adcat=jeev&ac=24&ask=2003+war+with+Iraq&x=8&y=8

Yahooligans: Initial search page

http://www.yahooligans.com/

Yahooligans: Site listing related articles regarding the war with Iraq

http://dailynews.yahoo.com/fc3/yahooligans/middleeast/

Before computer use activity: One for the teacher. One for the class.

Before computer use activity for the teacher: At least one other class, preferably three other classes, must be located that would like to participate in the teleconference. Time lines and Web sites must be established prior to the activity. Teleconferencing equipment must be reserved.

Before computer use activity for the class: Class will divide up into specialty teams. Each team will be in charge of one aspect of the project.

Teams: Researchers

Organizers / Information Suppliers

Technology Specialists

Speakers

Recorders

Team Assignments:

Research team: This team will utilize local newspapers, newscasts, and the Internet to research the items on Handout A.

1. Each team must become familiar with their task objectives and individual team members’ strengths and knowledge bases. Student teams will assign roles if needed.

• Researchers: begin Internet, television, and newspaper research.
• Organizers / Information Suppliers: establish a method to organize information, record pertinent research, practice feeding information to speakers.
• Technology Specialists: using the technology tutorial site listed, specialists will gather and practice set up of teleconference materials. Establish potential trouble shooting procedures.
• Speakers: Become familiar with and practice Robert’s Rules of Order, persuasive speaking methods.
• Recorders: Research and practice methods of recording information from a live meeting. Refine effective note taking skills, newspaper reporting, and general writing skills. Practice editing and word processing skills.

1. Have a trial-run teleconference
2. Discuss areas of concern that may need to be revised and / or resolved
3. Hold teleconference with previously established classrooms

After computer use activity: Reflection time

7) Present team information to the class.

1. Recorders write an article about the event and class wrap-up activity. Post the article and findings on the class Web site

Problems / Solutions / Workarounds: Potential problems may arise in regards to Internet access during the research and posting sections of the lesson. If this occurs, have several students well versed in the area of Internet trouble shooting at hand to help facilitate potential problems. Also, try to have alternate computers with Internet access reserved as a back up. Third, have alternate resources available such as cable news broadcasts, newspapers, encyclopedias, and radio. Another area for prospective concern may be in the area of telecommunication problems. Technical difficulties may arise that will inhibit the event. The technology team should be well trained in trouble shooting telecommunication equipment to handle common potential problems. In order to keep every class functioning at the same rate, continuous open communication is imperative. Each class must stick to a specific time line. If unforeseen circumstances arise, then email and phone communication are the most efficient forms of communication available to ensure a smooth program. If live telecommunication attempts fail, then the teacher may opt to video-tape a mock version of the peace-talks and then share the video with other schools around the world. After the event, if Internet access is obstructed, the reporting team may fax their report to the various classrooms involved. Then, each class may complete a compare and contrast lesson.

Differentiated Learning Accommodations: This activity is specifically designed to work with the various learning styles and levels found within a typical classroom. Students are placed in teams with students of various levels of knowledge. Students may also choose from a variety of teams to join. Each team utilizes various learning styles which include intrapersonal skills, kinesthetic abilities, mathematical talents, research expertise, and global and divergent thinking capabilities. Students will be able to peer tutor and edit each other’s work. This diverse mixture of learning styles within each team, as well as within the overall project, will help to ensure equal learning opportunities for all students involved.

Extension Activity: Compare and contrast using information exchange activity with the other classes that participated in the teleconference. Compare the reporter’s findings, accuracy of records, feelings, and problem solving skills. Use keypals and / or global learning format.

Due to the complexity of the lesson, there are several methods of assessment. Teachers may use a universal group effort assessment rubric, or they may choose a more precise, task specific assessment rubric. Rubrics for both are listed below.

Universal group effort rubric: http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html

Research team rubric: http://www.mashell.com/~parr5/techno/content.html

Organizers and feeders team: http://www.yrbe.edu.on.ca/~mkvlss/history/societyresponserubric.html

Technology team: http://www.mashell.com/~parr5/techno/camera.html

Speaking team: http://www2.lhric.org/ertc/Wendy/Wzrubric.htm

Also http://www.geocities.com/santon28/essay/speechrubric.html

Reporters: http://www.sdcoe.k12.ca.us/score/actbank/interview.html

Also http://www.yrbe.edu.on.ca/~mkvlss/history/societyresponserubric.html

Ask Eric Staff, . (2003). Coping with War. Retrieved Apr. 05, 2003, http://www.askeric.org/cgi- bin/printresponses.cgi/Virtual/Qa/archives/Counseling/coping.html

Ask Eric Staff, . (2002). Remembering September 11th. Retrieved Apr. 05, 2003, from Ask Eric: http://askeric.org/cg bin/printresponses.cgi/Virtual/Qa/archives/Counseling/tragedy2.html

Ask Eric Staff, . (2003). Teaching About War. Retrieved Apr. 05, 2003, from Ask Eric: http://www.askeric.org/cgi- bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Social_Studies/Current_Even ts/war.html

Ask Jeeves for Kids. Retrieved Apr. 05, 2003, http://www.ajkids.com/

Camera Work Rubric. Retrieved Apr. 05, 2003,

http://www.mashell.com/~parr5/techno/camera.html

Collaboration Rubric. Retrieved Apr. 05, 2003,

http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html

Debate Rubric. Retrieved Apr. 05, 2003, http://www2.lhric.org/ertc/Wendy/Wzrubric.htm

Defense Speech Rubric. Retrieved Apr. 05, 2003, http://www.geocities.com/santon28/essay/speechrubric.html

Harris, J. (December, 2000). Structuring Internet-Enriched Learning Spaces. Learning and Leading with Technology, 28 (4), 50. Retrieved March 17 2003, from http://www.apollolibrary.com/srp/edu/cmp520.asp

Iraq - A Country Study. Retrieved Apr. 05, 2003, from Ask Jeeves for Kids: http://www.ajkids.com/main/followup.asp?aj_ques=snapshot%3Dkids%26kbid% 3D354183%26item1%3D1058218- 547488&aj_logid=A52689FFEC5B0242892CF3AAB64F1DB9&aj_rank=5&aj_s core=0.8&aj_list1=1058218- 547488&back=http%3A%2F%2Fwww.ajkids.com%2FKids42.asp%3Fask%3D2 003%2Bwar%2Bwith%2BIraq%26site_name%3Dkids%26metasearch%3D1%26 frames%3D1%26qSource%3D3%26spellcheck%3D%26origin%3D99%26AskJe eves.x%3D25%26AskJeeves.y%3D13&en=ka&qid=F79D8228E9FBB044BCC8 CC69288D6DC6&frames=1&adcat=jeev&ac=24&ask=2003+war+with+Iraq&x= 8&y=8

Paper based on an Interview. Retrieved Apr. 05, 2003, http://www.sdcoe.k12.ca.us/score/actbank/interview.html

Rubric for Research . Retrieved Apr. 05, 2003,

http://www.yrbe.edu.on.ca/~mkvlss/history/societyresponserubric.html

Thunder and Lightening War with Iraq. Retrieved Apr. 05, 2003, from Ask Jeeves for kids: http://www.ajkids.com/main/metaAnswer.asp?t=a&s=k&MetaEngine=Education %2BWorld&en=EW&qid=82ADEA7AC3B11D4CA68C81B68A3BFE9F&fram es=1&io=&pt=&eo=3&adcat=jeev&ac=24&ask=war+with+Iraq&dt=&MetaURL =http%3A%2F%2Fwww.history.navy.mil%2Fwars%2Fdstorm%2Fds5.htm&Ima ge1.x=16&Image1.y=14

Subject Content Rubric. Retrieved Apr. 05, 2003, from Parr5:

http://www.mashell.com/~parr5/techno/content.html

War with Iraq:. Retrieved Apr. 05, 2003, http://dailynews.yahoo.com/fc3/yahooligans/middleeast/

Yahooligans! The Web Guide For Kids. Retrieved Apr. 05, 2003, http://www.yahooligans.com/

(2003). Techtutorials. Retrieved Apr. 06, 2003, from Video Professor: http://www.techtutorials.com/

Worksheets: Handout A –Researcher’s Task Assignment Sheet (attached)

Handout B – Rewind and Reflect (attached)

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Title: at Do You Think?

Topic: Current Events

Subject: Language Arts

Grade Level: Middle School

Set-up Time: Approximately one hour.

Class Time: Approximately three hours and twenty minutes, divided into five, 50-minute work sessions.

Type of Lesson: Genre: Information Gathering

Activity Structure: Keypals

Description: Students will be prompted to read current events for pleasure by forming a partnership with another classroom. Students will be paired with a keypal and will be asked to share responses to the latest articles they are preparing to send to their partners. In turn, the partner classroom will do the same thing.

Primary Problem: How to read and synthesize informational text and hold a comprehensive conversation using opinions formed and supported after the primary reading.

1. How do we select current event articles to read for pleasure?
2. How will you state or interpret what you read in informational text?
3. What inferences can you make using current events informational text?
4. How would you apply the information that you have gained through the Student Survey Worksheet in order to select current events articles to read for pleasure or informational gathering purposes?
5. What information would you use to support the view you have formed after reading the informational text?

Level I - Knowledge: Students will each select two articles of interest.

Level II/III – Comprehension/Application: Students will interpret the information

from a survey (Handout A) and apply the personal information to select one appropriate article pertaining to the individual student’s interest profile.

Level IV – Analysis: Students will draw relationships between the current events articles of interest and inference their personal interests in order to communicate information to peers in a one-message email to their counterparts.

Level V –Synthesis: Students will engage in original open discourse and construct personal opinions formulated through ongoing open communication with peers.

Level VI – Evaluation: Once they have engaged in open communication regarding particular current event issues, students will defend and support their opinions regarding critical current events issues.

Educational skills and benchmarks: Assessed QCC Standards for the state of Georgia

Reading Standard 32

Standard: Reads a variety of materials for pleasure.

Writing Standard 69

Standard: Writes with organization, style, and sense of audience.

Writing Standard 71

Standard: Uses descriptive words and phrases.

Writing Standard 73

Standard: Applies grammatical and mechanical conventions to writing.

Writing Standard 75

Standard: Uses available electronic techniques in writing.

Language Arts and Usage Standard 7

Standard: Writes simple, compound, complex, and compound-complex sentences. Avoids run-on sentences and nonfunctional fragments.

Technology Integration Basic Skills Standard 2

Standard: Demonstrates understanding of basic technology and telecommunication tools.

Technology Integration Basic Skills Standard 5

Standard: Operates basic technology tools and applications.

Technology Integration Basic Skills Standard 13

Standard: Evaluates, selects, and uses telecommunication tools and online resources to communicate ideas that persuade, describe, inform, or involve.

Technology Integration Basic Skills Standard 14

Standard: Uses telecommunication tools and online resources to correspond with students locally and globally.

Language Arts and Usage Standard 10

Standard: Applies standards of American English in:

• Subject-verb agreement
• Cases of personal pronouns
• Pronoun-antecedent agreement
• Principal parts of verbs
• Comparisons of adjectives and adverbs

Language Arts and Usage Standard 11

Standard: Applies standard rules of capitalization and punctuation.

Social Studies Standard 66

Standard: Shows respect toward others.

Social Studies Standard 69

Standard: Recognizes the right of others to present different viewpoints.

Literature Standard 30

Standard: Identifies and chooses literature according to personal interests.

Reading Standard 31

Standard: Reads a variety of materials for information.

1. Handout A - Pre-activity Survey for "What Do You Think?"
2. Computers with Internet access and email accounts
3. Handout B – List of Web Sites
4. Handout C –Article Summary Worksheet
5. Handout D – Keypal Evaluation Response Form
6. Handout E – Assignment Rubric

1. Title: CNNSI.com

URL: http://sportsillustrated.cnn.com/

Annotation: This is the Sports Illustrated Online site. All sports news.

2. Title: Atlanta, Georgia News

URL: http://www.accessatlanta.com/ajc/

Annotation: This is the Atlanta Journal and Constitution’s Web site.

3. Title: Pencil News

URL: http://www.pencilnews.com/

Annotation: This site contains news for students. It has World news, U.S. news, and sports news. The site also offers an interactive slide show that changes daily.

4. Title: CBB

URL: http://www.cbc4kids.ca

Annotation: This site is sponsored by the Canadian Broadcasting Corporation and is kid friendly. It also offers a newsreel as well as text news.

5. Title: Nick.com

URL: http://www.nick.com

Annotation: The perennial student friendly site offers news from Nickelodean. Also offers very simple "weird news" stories. Entertainment news is prevalent.

6. Title: Teen People

URL: http://www.teenpeople.com/teenpeople/

Annotation: The emphasis at this site is on entertainment news.

7. Title: The New York Times

URL: http://www.nytimes.com/learning/

Annotation: Sponsored by the Learning Network, the New York Times finds a student friendly format.

8. Title: Yahooligans! News

URL: http://www.yahooligans.com/content/news/

Annotation: A student-recognizable name offers up news articles, both hard and soft.

9. Title: Scholastic

URL: http://teacher.scholastic.com/scholasticnews/

Annotation: Scholastic’s ode to kid-friendly news.

10. Title: Weekly Reader

URL: http://www.weeklyreader.com/homepage.asp

Annotation: The Weekly Reader provides online news.

11. Title: Time for Kids

URL: http://www.timeforkids.com/TFK/

Annotation: Time goes student friendly and online.

12. Title: Fox News Channel

URL: http://www.foxnews.com/

Annotation: The more advanced reader and thinker will find news suited to her abilities at this Fox site.

13. Title: ABC News.com

Before Computer Use Activity: One for student. One for teacher.

Step1: Duration, approximately one hour.

Prior to beginning this lesson, go to the Web 66 site. Choose a state or country. Locate a school with a registered Web site. Send an email to a selected classroom and invite them to join your class on this reading project. When a positive reply is received, have students create an email pen name, for security reasons. Send this list to your partner teacher. The partner teacher will then assign a student to each student from your list and will send a copy to you. Contact the partner teacher and collaboratively work on the basic framework for the project. Include in this conversation a description of the project and a timeline for completion.

Web Resources for Step 1

Title: Web 66

URL: http://web66.coled.umn.edu/schools.html

Annotation: Web 66-International School Web Registry Site

Step 1: Duration 20 minutes: Students will take a pre-activity survey (Handout A) in order to attain focus for the upcoming project. After completing Handout A, students will receive copies of Handout B, the listing of Web sites. This will be used to steer students in the direction of the Websites most likely to match their interests and reading levels.

Step 1: Duration: 45 minutes

Tell students that they will be communicating with an email pal about a variety of materials that they have read recently that deal with current events in news and entertainment. Using their pre-activity survey results as a guide, and using Handout B for suggesting surfing sites, students will log on to the computers and surf for articles. Students will visit sites they are interested in and look for articles. Students will read a variety of articles, and then they will each choose an article to work with to read for pleasure.

Step 2: Duration: 5 minutes

Once students have chosen something to read, they will copy and paste the article to a Word document and will save it to a disk. They will then print their articles. As homework, each student will read his article and highlight the main ideas and supporting details.

Step 1: Duration: 50 minutes

Students, using copies of their articles with the pertinent information highlighted, will answer the questions on Handout C. Using these answers, students will write to their email pals expressing their ideas and opinions about the articles. Students will save replies in a Word program and will save to disk.

Step1: Duration: 40 minutes

Each student will print out her response from her disk. Each student will share her response with a peer, and students will peer edit. Each student will then show her response to the teacher for approval. The teacher will use Handout D, "Email Pal Response Evaluation" to assess the assignment. Then, students will make extra corrections, as deemed necessary by the teacher, on the disk. Next, students will each email a response and attach a copy of the article for the email pal to read.

Step 2: Duration: 10 minutes

Students will complete the rubric (Handout E).

The partner classroom will initiate the next activity. It will be their turn to select articles to be read, and our class will deliver responses via email.

Step 1: Duration: 10 minutes

When articles are received from the partner classroom, the students will log on and read them.

Step 2: Duration: 25 minutes

Students will read the articles they receive in reply. They will then generate responses to the articles their keypals have chosen and save the articles to disk.

Step 3: Duration: 15 minutes

Peer and teacher editing will check for mistakes. Mistakes will be corrected. Responses will be sent after the teacher checks and okays each one.

Problems and Solutions: When dealing with technology, many times the most anticipated problems have to do with the equipment itself. In this case, should the equipment not be available during the anticipate time, the lesson will have to be delayed until the equipment issues are resolved. Another problem when dealing with the Internet is parental permission. The best way to circumvent this problem is to double-check the Internet permission forms while this activity is still in the planning stage. If your school does require such a form, and you do not have it on file, you will definitely need to produce one to send home for parental signatures. Parents always need to be kept informed, and that is especially true when students are accessing the Internet. The last problem that could erupt during the project’s time span is the failure of the other class to stick to the agreed upon schedule. This could hopefully be avoided by sending a short reminder of the time factor that was settled on in the original conversation to the partner teacher when the children’s emails are sent.

The students can extend the activity with them searching the Web for more sites containing interesting articles. Students could take the results of the project and compile the articles into a current events magazine complete with clip art. This will add another dimension to their technology usage.

This lesson plan can be modified in numerous ways. The range of reading skills needed to properly access the Web sites ranges from simple to difficult. Two of the sites even offer a format for non-readers. For learning disabled students, another way to modify the lesson is to have the students work in teams. For ESL students, some of the provided sites have English or Spanish versions. Having the students work with an English-speaking schoolmate can accommodate ESL learners who do not speak English or Spanish.

Gifted students may use the more difficult sites that are noted in the Web resource list. The gifted students can also choose more challenging subject matter.

Using the Email Pal Response Evaluation form (Handout D), students are given a score based on appropriate use of computer time, responses to questions from worksheet, expressing point of view, mechanics, and usage. In addition, students will self-assess through use of the assignment rubric (Handout E). The teacher will read the student self-assessment and then choose to agree or disagree with the appraisals, making notations on the student rubric.

References

CBB. Retrieved March 18, 2003. http://www.cbc4kids.ca

CNNSI.com. Retrieved March 18, 2003. http://sportsillustrated.cnn.com/

Education World. Retrieved March 18, 2003. http://www.education-world.com/standards/national/technology/k_12.shtml

Fox News Channel. Retrieved March 18, 2003. http://www.foxnews.com/

The New York Times. Retrieved March 18, 2003. http://www.nytimes.com/learning/

Nick.com. Retrieved March 18, 2003. http://www.nick.com

Scholastic. Retrieved March 18, 2003. http://teacher.scholastic.com/scholasticnews/

Teen People. Retrieved March 18, 2003. http://www.teenpeople.com/teenpeople/

Time For Kids. Retrieved March 18, 2003. http://www.timeforkids.com/TFK

Web 66. Retrieved March 27, 2003. http://web66.coled.umn/edu/schools.html

Weekly Reader. Retrieved March 18, 2003. http://www.weaklyreader.com/homepage.asp

Yahooligans! News. Retrieved March 18, 2003. http://www.yahooligans.com/content/news

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1. Genre: Interpretation
2. Activity structure: combination of individual investigation and cooperative team project

1. A PowerPoint presentation in which they compare the various sites they visited,
2. A three page essay in which they explain why they believe various news media present events differently, focusing on:

1. What (if any) political affiliation might the agency have
2. Who is their target audience
3. Any other pertinent data they discover in their investigation

1. PowerPoint presentation and group paper will be due on day 10

3. 3) How can bias in reporting the news influence public opinion?

1. Identify different types of bias (Level I, Knowledge)
2. Be able to recognize how different news agencies report events (Level IV, Analysis)
3. Be able to make a distinction between the actual event and the bias with which it is reported (Level IV, Analysis)
4. Be able to compare and contrast liberal and conservative bias in news reporting (Level V, Synthesis)
5. Be able to defend and support their findings (Level VI, Evaluation)
6. Have been introduced to National Technology Standards 1,2,5,and 6

1. access to internet connected computers (Computer lab, Library, classroom computer
2. Notebook for log
3. Folder for hard copy of sites visited
4. Student guidelines sheet (attachment B)

Before using the computer:

1. The class will hold a discussion on how and why we form opinions about various issues
2. The class will choose a current event they wish to explore by consensus. (Note: There should be only one issue chosen or the issues selected must be similar in content
3. Explain that the project will be in two stages;

1. Individual investigation:

1. each student is responsible for their own research, and log book

1. Team project:

1. teams of four students will prepare a PowerPoint presentation and a written report

1. Each Student will investigate the news story selected on the Web sites provided (Attachment C)
2. Each student will print a hard copy of the news story the are investigating. (Note: This should be the same for all students)
3. Each student will write a brief summary of the story in their own words in their log book
4. Students will keep their hard copies in a folder in chronological order.

1. The class will discuss their findings and, based upon that discussion will be assigned to groups of four (4)
2. The group will prepare a PowerPoint presentation of at least ten (10) slides showing examples of the different ways the news item was presented
3. The group will prepare a paper exploring why they believe various news agencies present events differently ( See Essential questions, p2)

1. News item may not be reported for entire three day period
2. News item may not be reported by all agencies listed
3. Class may not reach consensus on item to by investigated
4. Internet may be down during assignment period

1. Investigation of event may be shortened by one day if necessary
2. Students will use only those agencies that report event
3. Teacher retains the right to assign item
4. Investigation of event will be extended (or changed, depending in circumstances)

1. The students can examine newspapers, magazines, and other periodicals for bias in reporting
2. The students can examine textbooks for bias.

Log books: Log entries will be evaluated daily by the teacher. Each day's entry will be graded on a scale of:

0 - no entry

100 - objective summary of news item

Grades will be counted as a homework grade for each day.

PowerPoint presentation/Essay: See attachment D)

National Technology Standards: Found at http://www.putnamvalleyschools.org/Standards.html

1. Knows the characteristics and uses of computer hardware and operating systems
2. Knows the characteristics of computer software
3. Understands the relationships among science, technology, and individual
4. Understands the nature of technological design
5. Understands the nature of operating systems
6. Understands the nature and use of different forms of technology

Events that shape our world are happening around us every day. Now two people view these events in the same way. Many of us look at what is happening and decide how we feel about it based upon what we are told on the news, in the newspaper, or in the Internet. While all of these are good sources of information, too many people form their opinions, their bias, on only one or two sources. In order to really informed, we should try to view an event from as many sources as possible before making up or mind which side of the issue we will come down on.

Note: These sheets MUST be with you in class every day.

The purpose of this lesson is to get you to look at a news event as it is reported from a variety of Web based sources. The actual event is secondary to this assignment. What is important is for you to begin to see how different reporting agencies report that event. In doing so you will see how reporting an event can be seen from different perspectives and how that reporting can influence the opinions of those who hear it.

The following guidelines are provided for you to help you complete this assignment successfully.

Day One

• The class will determine, by consensus, which current event we will explore
• The class will discuss how and why we form our opinions on various issues.
• The class will be given a list of web site to investigate

• The students will investigate the event decided upon on day one on the Web site provided
• The students will print a copy of the news story from each site (these should be the same for the entire class
• The students will prepare a written summary in their log book for each site

• The class will discuss their findings and ideas
• The class will be assigned to groups of four students who have similar opinions on the news event

• The groups will prepare a PowerPoint presentation that compares the news agencies investigated and how they reported the event studied
• The Group will prepare a 3-4 page essay that answers the following questions:

1. What, is any political affiliations did you discover in your investigation?
2. Who is the audience the different agencies are trying to reach?
3. What other information did you discover in your investigation of these sites?

• Turn in essay
• Present PowerPoint to the class

Assessment:

• Log book summaries will be graded each day and count as a homework grade
• PowerPoint presentation and Essay will be graded according to the attached rubrics. Their scores will be added together and averaged and count as an exam grade.

1. www.cnn.com
2. www.npr.org click on <news> in upper right side of site
3. www.cbsnews.com
4. www.washingtonpost.com Fill out questionnaire and register to access
5. www.bostonglobe.com
6. www.foxnews.com

Scoring Rubric

• Presentation contains 10 or more slides
• Presentation contains a clear introduction and conclusion
• Presentation is well thought out.
• Presentation is well organized
• Presentation shows a clear mastery of the subject

• Presentation contains at least 10 slides
• Presentation contains an introduction and conclusion
• Presentation is well thought out
• Presentation is organized
• Presentation shows understanding of the task

• Presentation contains 8-10 slides
• Presentation contains an introduction and conclusion but is unclear
• Presentation shows little organization
• Presentation shows little understanding of the task

• Presentation contains 5-8 slides
• Introduction and conclusion are/is weak and/or confusing
• Presentation shows is not well thought out, lacks organization
• Presentation shows limited understanding of the task

• Presentation contains five or less slides
• Presentation lacks introduction and/or conclusion
• Presentation shows no organization
• Presentation shows no understanding of the task

• Presentation fails to address task
• No presentation

• Essay is well thought out and shows a clear plan of organization
• Essay includes a strong opening and concluding paragraphs that does not simply restate the task
• Essay includes analytical references to all six Web sites
• Essay clearly articulates the team's understanding of the task

• Essay is well thought out and organized
• Essay includes a strong opening and concluding paragraphs
• Essay includes analytical references to most of the Web sites
• Essay shows strong understanding of the task

• Essay is satisfactorily developed
• Essay includes an opening and concluding paragraphs that may just restate the task
• Essay includes references to some of the Web sites, but references is more descriptive then analytical
• Essay shows understanding of the task

• Essay is partially developed with no clear plan of organization
• Essay includes weak of missing opening or concluding paragraphs
• Essay describes few Web sites
• Essay shows limited understanding of the task

• Essay shows no organization or development
• Essay has no opening or concluding paragraphs
• Essay make no reference to Web sites
• Essay show no understanding of the task

• Blank paper
• Illegible

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Lesson D: Vernon Hensley

Title: Streets of America

Topic: Current Events

Subject: General Music

Grade Level: Eight Grade

Set up time: Ten minutes for projector setup for the first class session.

Class time: Six class session of forty-five minutes each.

Type of lesson: Genre: Information Collection and Analysis

I. Students will compose new lyrics, focused on the current social issue of hate crimes, set to the public domain folk song melody of "Streets of Laredo".

II. Students will make an analog recording of the new lyrics set to the public domain folk song melody of "Streets of Laredo".

III. Students will convert the analog recording of the new lyrics, set to the public domain folk melody of "Streets of Laredo", to MP3 format.

IV. Students will post the MP3 recording of the new lyrics, set to a public domain folk melody of "Streets of Laredo", to a class web site.

I. Grade Eight English Fine Arts Instructional Goals and Objectives

8.15 - use electronic media in composing and arranging.

II. Grade Eight English Language Arts Instructional Goals and Objectives

8.147 - using a word processor, demonstrate correct keying, editing, and formatting techniques (8.51)
8.148 - distinguish between private and public data/information
8.150 - use a word processing program to copy and move text (8.51)
8.151 - use the editing functions of a word processor (spell check, grammar checker, thesaurus, outliner) (8.58, 8.64 and 8.82)
8.155 - select and use appropriate software and/or other technologies to locate and use reference sources (8.144)

Materials:

One computer projector for class Power Point Presentation

One classroom computer with Power Point software

Ten computers with internet access (location: the computer lab)

One computer connected printer

One computer with audio to MP3 conversion software

Project packages containing:

Worksheet (Enclosure 1)

List of web sites (Enclosure 2)

song lyrics

news articles

web sites with linked MP3 music

One acoustic guitar or piano

One synthesizer with MIDI interface

Three MIDI cables

One 4-tack analog cassette recorder

Two microphones

Two input microphone cables

One bass guitar

One stereo cassette recorder

Two RCA audio cables

Additional musical instruments may be included on an as available basis

One RCA audio to 1/4" stereo conversion cable

Recordings of public domain folk songs

I. A list of web sites containing links to the lyrics of commercial and traditional folk songs and news reports of recent hate crimes. (Enclosure 2)

II. A list of web sites containing at least one linked MP3 recordings. (Enclosure 2)

III. A reserved web page for posting the completed MP3 recording.

I. Before computer use activity: 1^st forty-five minute session

A. A Power Point presentation will be shown to the class to focus

attention to the various points of view represented through song

concerning events of the past and present.

B. Teacher will clearly state the objective/outcomes of the activity to the class.

1. Students will compose new lyrics, focused on the current social issue of hate crimes, set to the public domain folk song melody of "Streets of Laredo".

2. Students will make an analog recording of the new lyrics set to the public domain folk song melody of "Streets of Laredo".

3. Students will convert the analog recording of the new lyrics, set to the public domain folk melody of "Streets of Laredo", to MP3 format.

1. Students will post the MP3 recording of the new lyrics, set to a public domain folk melody of "Streets of Laredo", to a class

C. Teacher will lead the class in a discussion focused on hate crimes and present the ways concerns about these events may be reflected in

the lyrics of songs.

A. Teacher will review Acceptable Use Policy with class prior to Internet

activity.

B. Students will explore web sites listed on Enclosure 2.

C. Students will indicate what social issues were addressed by the lyrics

using the worksheet. (Enclosure 2)

D. Students will read news articles on the web sites listed and select one

on which to focus their lyrics. (Enclosure 2)

III. After computer use: 3^rd forty-five minute session

A. Teacher will perform or play a recording of the song "Streets of Laredo" for class listening introduction.

B. Students will sing "Streets of Laredo" to develop a feel for the melody, tempo and rhyme of the song.

C. Students will compose a rough draft of lyric ideas focused on hate crimes that may be applied to the melody of "Streets of Laredo".

D. Students will be placed in groups of three to four students to finalize one verse for the song "Streets of America".

IV. Before computer use activity: 4^th and 5^th fourth-five minute session

A. The class will assemble the verses composed by the individual groups into one continuous song.

B. The class will rehearse singing the new lyrics with guitar or piano accompaniment.

C. Selected members of the class may perform accompaniment on other instruments as available.

D. The class will make an analog four track recording of the song "Streets of America" with accompaniment.

E. Students will convert the four track analog recording to a two track stereo cassette recording

V. During computer use: 5^th forty-five minute session

A. Students will convert the two track stereo cassette recording to MP3 digital format using Musicmatch Jukebox software.

B. Students will save the MP3 recording to a floppy disk or (if available) a CD burner for individual record of the completed activity.

C. Students will post the lyrics they have written to the class web page.

D. Students will post the MP3 link to the class web page link.

VI. After computer use: 6th forty-five minute session

A. Students will present those areas of current social problems thatthey feel could be represented through the lyrics of a folk song

through discussion and chalk board lists.

C. Students will submit, to the teacher, one completed worksheet for evaluation and critique of the activity. (Enclosure 1)

D. Students will submit, to the teacher, one completed self-evaluation for feedback and analysis of activity. (Enclosure 3)

I. Prior to this learning activity the class was trained on the four-track analog recorder, stereo cassette recorder and Musicmatch

Jukebox software.

II. Students may perform on musical instruments that they play for the recording.

I. It may be necessary to allow for an additional day of rehearsal before making the final analog recording.

I. For students with learning disabilities:

A. Partner them with another student who is willing to assist them in the completion of the worksheet and lyrics.

B. Teacher may assist student with composing lyrics that rhyme or are of usable length.

II. For students who are gifted:

A. Additional folk melodies may be used for a gifted learner to compose lyrics concerning other social issues.

B. For a gifted student who is a musician-singer encourage them to develop an original melody for their lyrics.

I. Use Enclosure 4 for teacher evaluation/assessment rubric.

Use the web sites listed on the following page (Enclosure 2) to complete the assignment on this page.

1. Go to two of the web sites listed under Folk Son Lyrics and read the lyrics of one song at each site. Print one copy of each song and document the sites visited and songs below.

URL of first site visited: __________________________________________________________________

Title of song whose lyrics you read from the first site:

URL of second site visited: __________________________________________________________________

Title of song whose lyrics you read from the second site:

2. Highlight the words that rhyme in the lyrics of the two songs you printed.

3. What event is the first song about? _____________________________________

_______________________________________________________________________

_______________________________________________________________________

4. What event is the first song about? _____________________________________

_______________________________________________________________________

_______________________________________________________________________

5. Listen to the MIDI file (melody only) provided by the site "Streets of Laredo".

6. Go to one of the sites listed under News Articles About Hate Crimes and select

one article to read. Print one copy of the article you selected. Give the name of

the article here: ___________________________________________________

7. Present your news article to your group.

8. Within the group decide which article you will focus on.

Which article did the group select? ___________________________________

9. As a group develop one verse of lyrics that will use the melody of "Streets of

Laredo." Write the lyrics your group developed in the space below.

10. One member from each group will type these lyrics into a Word document.

11. A different member of the group will copy and paste the lyrics into a master

document. A copy of the completed song "Streets of America" will be printed and given to each member of class. After rehearsing the song a recording will be made which will be converted to MP3 digital format and posted to the class web page along with the lyrics developed by the class.

List of Web Sites

Our Favorite Folk Songs - http://guitar-primer.com/Folk/

Popular Songs in American History - http://www.contemplator.com/america/

American Folksongs / Volkslieder aus den Vereinigten Staaten - http://www.acronet.net/~robokopp/usar.html

American Folk Song (c.1915) The Great Titanic –

http://www.potw.org/archive/potw76.html

Streets of Laredo - http://mysongbook.de/msb/songs/r_clarke/johngone.htm

Arabs, Muslims, Sikhs Report Hate Crimes - http://story.news.yahoo.com/news?tmpl=story2&cid=540&e=8&u=/ap/20030328/ap_on_re_mi_ea/war_backlash_4

Hate Crimes in America - http://abcnews.go.com/sections/us/DailyNews/hatecrimes980611.html

a) The instructions for this project were clear and easy to follow.

Yes No   

         
b) The worksheet was clear and easy to understand.

Yes No

c) My worksheet is completely filled out.

Yes No

d) My choice of lyrics reflects the current social problems of hate crimes.

Yes No

e) This project will help me understand the injustice of hate crimes.

Yes No

On the following page, state if you think that using song lyrics is a successful way of focusing attention on hate crimes and other social problems.

4 ■ The student completes all important components of the task and communicates ideas clearly.

■ The student demonstrates in-depth understanding of the relevant concepts and or processes.

■ Where appropriate, the student chooses more efficient and/or sophisticated processes.

■ Where appropriate, the student offers interpretations or extensions (generalizations, applications, analogies).

3 ■ The student completes most important components of the task and communicates clearly.

■ The student demonstrates understanding of major concepts even though he/she overlooks or misunderstands less important ideas or details.

2 ■ The student completes some important components of the task and communicates those clearly.

■ The student demonstrates that there are gaps in his/her conceptual understanding.

1 ■ Student shows minimal understanding

■ Student unable to generate strategy or answer may display only recall. Answer lacks clear communication.

■ Answer may be totally incorrect or irrelevant.

0 ■ blank/no response

http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/SocialStudiesRubrics.pdf (see references).

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Over that past six weeks team B has put together a pretty impressive series of lessons intended to integrate technology into the classroom. Computers and technology are here to stay and they are quickly becoming an extremely important tool in the classroom. We all have seen student's work coming to us from word processors, but computer technology involves so much more then that. The four lesson put together by the members of our team are a diverse and imaginative way for our students to use this new technology to its fullest. We covered a wide range of activities in creating our plans. This really was easy to do, given almost boundless limits of the Internet. We believe our lessons will have the students push the envelope as far as their technical skills are concerned, but they are not so demanding as to swamp them and scare them away.

Our lessons combine technology and "old fashioned" learning techniques. We created them in this manner because now matter how technical the world of education gets, Reading, Writing, and 'rithmatic will always be at the center of it. Our lesson show that technology can help in developing those skills, along with the new ones they'll need to succeed in the future.

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