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Standards Aligned Unit/Lesson Samples

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Adapted by bigchalk from the ISBE/ROE Design Team Standards Aligned Classroom 2000

In fulfillment of Illinois State Board of Education Contract

2001 � 2002 school year

Permission Granted for Duplication 2

Table of Contents

Page bigchalk Resources Correlation 3 Standards Aligned Unit/Lesson Template 4 Sample Units/Lessons 6

Mathematics Middle/Junior High School Early Elementary

Science Middle/Junior High School Early High School

English Language Arts Late High School Middle/Junior High School Social Science Early High School Late Elementary


bigchalk Resources Correlation

Standards Aligned Unit/Lesson bigchalk Resources

Identify Standard/Benchmark B, C ExplorAsource

• Standards Viewer

Achievement Targets (KRSP) D eLibrary Classic, HomeworkCentral Learning Links

Performance Task(s) E • Your best source for premium resources and educator-selected web links.

Scoring Criteria F

Other Assessments G bigchalk Test Boosters

• Online exams (grades 4-8)

• Instant evaluation & remediation

• Resources included for further study

Instruction H HomeworkCentral�s Teacher Resource Collection

• Technology integration resources

• Lesson Plan Archive

• Subject Resources • Learning & Physical Disabilities

• Planning Calendar • Curriculum Design Resources I eLibrary Classic

• 126+ Newspapers & newswires

• 71 News Transcripts

• 618+ Magazines • 140,000 Pictures

• 2,700+ Maps • 143 Reference Books/Compilations

Potential Accommodations J eLibrary Classic, Professional Resources

• Education Magazine • Journal of Educational Research

• Journal of Special Education

• THE Journal

Follow-up/Remediation/Extension K ExplorAsource

• Resource Browser

bigchalk Test Boosters

• Online tests to develop skills

bigchalk Parent Resources

• Organizations, tutoring services, ask the experts


Standards Aligned Unit/Lesson Template

D.Knowledge: Reasoning: Skills: Products:

E.Performance Task(s)-What do students do to demonstrate knowledge and skills?

Course/Grade Level, Unit A. Standard: B.

Benchmark: C.

F.Scoring Criteria-On what traits will student responses be evaluated?

Assessments

G.


Standards Aligned Unit/Lesson Template

H.Instruction: What activities will students engage in to help them perform well on the assessments?

I.Resources:

J.Potential Accommodations:

K.Follow-up: What activities will be used for remediation/extension?


Standards Aligned Unit/Lesson

D.Knowledge:

- Understand the meaning of the Boolean AND, OR, AND NOT operators

- Distinguish between Boolean, natural language, and keyword searching.

Reasoning: - Develop evaluation criteria; assign ratings - Select relevant results sets - Make decisions and predictions on the basis

of information

Skills:

- Use Boolean search technique on eLibrary - Use search engines - Use card catalogue

Products: - Print out search strategy and first page of

results from using online resources. - Create Venn diagrams graphically depicting

the relationship between search terms used above.

- Develop Excel Spreadsheet to analyze results

E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students develop evaluation criteria

against which to rate various search engines/search methods.

2. Students develop search strategies

designed to fairly test each search engine. Boolean search statements will use logical operators covered in class.

3. Students create Venn diagrams

representing their Boolean search statements.

4. Students analyze and tabulate

results of their evaluation.

Course/Grade Level, Unit A. Middle/Junior HS, Mathematics

Standard: B. State Goal 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. Standard D. Use algebraic concepts and procedures to represent and solve problems.

Benchmark: 8.D.3a C.Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities.


G.Other Assessments:

1. Constructing Venn diagrams to symbolically show Boolean search

2. Accuracy of

search statements; understanding the distinctions between various search methods.

3. Accuracy of scores tabulated in spreadsheet.

4. Proficiency in

using logical operators.

Mathematics




I.Resources:



- eLibrary Classic - HomeworkCentral Learning Links- Card catalogue - Variety of web search engines Assessment Resources: Bigchalk Test Boosters: - 8th grade Math Practice Test

Problems 11, 18, 19, 20, 24 test algebra skills in using patterns and functions to represent and solve problems.

HomeworkCentral Learning Links:- Browse the topic �algebra� - Select �Advanced Topics� - Select �Set Theory�

Readings in professional journals are available in the eLibrary database: • �A Life Skills Approach to

Mathematics Instruction��, Journal of Learning Disabilities, 3/01/97.

• Using bigchalk�s ExplorAsource, click on the �Matching Resources� link for a list of correlated instructional resources.

1. Classroom instruction on Venn diagrams and data sets.

2. Classroom discussion on Internet searching

and how search terms can be represented as data sets.

3. Classroom instruction on Boolean

operators (AND, OR, AND NOT). Represent the action performed by each Boolean operator by representing search terms as �sets� and creating the appropriate Venn diagrams.

4. Online instruction on various methods of

searching (Boolean, keyword, natural language).

5. Students prepare to evaluate the

effectiveness of various search engines across search methods. Students develop a list of evaluation criteria against which each search engine will be compared. Further, they develop a rating scale so as to score each search that is run.

6. Students develop a consistent set of

searches that will be used with each search engine (requires teacher review before hands-on searching may begin). Students are expected to search the library card catalogue, 1-2 search engines, and eLibrary.

7. Students run the searches and evaluate the

differences in results retrieved across the search engines.

8. An Excel spreadsheet is developed that

lists all resources and evaluation criteria. Using the rating scale, scores are tabulated for each search engine. The spreadsheet data could be represented as a chart for extra credit.

Mathematics



D.Knowledge: • Uncover patterns and relationships with

geometric figures and objects. • Understand cardinal directions.

Reasoning: • Develop evaluative reasoning skills through the

practice of estimating distances and measures. • Recognize the relationship between math,

geography, and science.

Skills: • Use eLibrary and HomeworkCentral to locate

maps. • Learn to work with a model (a map) • Understand map scales and distance

Products: • Written and oral summary of their region.

E.Performance Task(s)-What do students do to demonstrate knowledge and skills?

Course/Grade Level, Unit A. Early Elementary, Math

Standard: B.State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. Standard B. Estimate measurements and determine acceptable levels of accuracy.

Benchmark: C. 7.B.1A Given a problem, describe possible methods for estimating a given measure.


Assessments: G.

4. Evaluation of written summary and accuracy of time estimates.

1. Ability to read accurately a map.

2. Give reasonable

distance/time estimates between cities.

3. Evaluation of

group work and presentation.

1. Students will pick cities/states in the U.S.

2. Students will use eLibrary

plus other resources to find maps, climatic data, and other information about their geographic area.

3. Work in groups researching

the above. 4. Prepare a written summary of

their region. 5. Make a 5-minute presentation

on their region.

Mathematics




I.Resources:



- eLibrary Classic (maps, encyclopedic information)

- HomeworkCentral Learning Links - Math textbook Assessment Resources: bigchalk Test Boosters - 4th grade Math Practice Test

Problems 1,4,6,26,27,28,29 test students� skills at measuring an attribute (length, weight, time).

HomeworkCentral Learning Links: - Browse the topic �geography� - Select �Overviews & Background� - Select �Map Basics�

HomeworkCentral Learning Links: - Browse the topic �science� - Select �earth sciences� - Select �climate�

1. Lesson will begin with the teacher showing a map of the entire U.S. and describing the landmass, total miles from west coast to east coast, largest state, etc.

2. Teacher will provide a scenario in which a

person has to make a trip coast-to-coast across the U.S. Teacher should provide the amount of time in which the trip has to be made.

3. Students will work in teams. Each will be

given a region or state along the travel route with which to become familiar.

4. Students will estimate the entire amount of

time the trip will take for their respective geographic area. Teacher should provide some constants for number of hours driven a day, average rate of speed, etc.

5. Students should use eLibrary to learn basic

information on the state so that the traveler has adequate provisions for the trip. Further, students should estimate the climatic conditions for their area.

6. Students will prepare a two-paragraph

summary of their geographic area. The summary should include their recommendations about the best time to travel, etc.

7. Students will prepare and deliver a 5-

minute presentation about their geographic area.

8. Teacher will facilitate a class discussion

during which the entire route is mapped, total travel time is added, and identify if the traveler will make the trip within the allotted time period.

Suggestions from publications in the eLibrary database: • Education • Science Activities • Weatherwise

• Students estimate time/distance of local landmarks

• Parents have student�s map-out family vacations and upcoming trips.

Mathematics



D.Knowledge: �� Recognize the various sources available: library

resources, internet, textbook, video, interviews with experts

�� Know how to use online databases like eLibrary �� Know how to search the Internet �� Be able to formulate appropriate questions

Reasoning: �� Select relevant information from various sources�� Evaluate web-sites for relevance and accuracy �� Organize materials for outline and speech �� Use supporting evidence in speech and

documentation

Skills: Use Occupational Outlook Handbook, Reference Books, pamphlets, internet sites, eLibrary database (specifically: reference module), note-taking skills, MS office software

Products: MS Excel database for graph compilation, MS Word for outline and thesis

E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will complete graph

exercise of top careers in the last ten years for comparison to top careers of the future graph.

2. Students will use Occupational

Outlook Handbook to find careers in science and technology that are of interest to them.

3. Students will make outline of

specific career using model provided by the teacher.

4. Student will develop �Informative

Presentation� for peers based on the research for specific careers in science and technology.


Benchmark: 13.B.3c C.


Assessments: G.

Middle/Junior HS, Science

State Goal 13: Understand the relationships among science, technology and society in historical and contemporary contexts. Standard B: Know and apply concepts that describe the interaction between science, technology, and society.

Describe how occupations use scientific and technological knowledge and skills.

1. correctly completed graphs

2. bibliography cards

for sources, reference and online

3. peer evaluations

based on teacher made rubric

4. top ten jobs �Quiz� 5. extra credit for

completion of mock ASVAB test

6. extra credit for

completion of resume

Science




I.Resources:



• eLibrary (esp. reference module) • bigchalk • Science Textbook • Government pamphlets • Library resources • Web sites • Internet search engines • http://www.dmdc.osd.mil/asvab/ • http://www.usatest.com/asvab.html • http://www.monster.com • http://www.hotjobs.com • http://www.computerjobs.com

Suggestions from articles found in eLibrary database professional journal sources: �� Journal of Experimental Education �� Journal of Special Education �� Journal of Learning Disabilities � Education

1. Teacher should start class discussion with questions like the following:

�� What do your parents do for a living? �� What kind of job interests you? �� Do you know the difference between a job

and a career? �� What kind of skills do workers need in

today�s job market? 2. Students will read chapter in text about

technology and the way it has revolutionized the workplace.

3. Students will use note-taking skills to

summarize the chapter, highlighting the various job titles that were popular in the past.

4. Students should use library resources to find

information about other jobs and careers that were popular in different eras.

5. Students will work in groups of three to find

information about jobs in the past, technology jobs of the present, and jobs that will be popular in the future.

6. Using the information collected, students

should complete a spreadsheet on MS Excel that will be used to make a graph of popular careers of the past.

7. Student groups will have completed two

graphs, one for jobs of the past, one for jobs of the future.

8. Students will prepare 15 minute presentation

about how technology has impacted the job market and show trends using the graphs they compiled.

�� Chapter summary �� Chapter test

Science



D.Knowledge: -Recognize the various sources available: library resources, Internet, textbook, video, interviews with experts -Know how to use online databases like eLibrary -Know how to search the Internet -Be able to formulate appropriate questions

Reasoning: -Select relevant information from various sources -Evaluate web sites for relevance and accuracy -Organize materials for presentation -Support conclusion

Skills: Use Reader�s Guide to Periodical Literature, Reference Books, pamphlets, Internet sites, eLibrary database, note-taking skills, MS office software

Products: Proposal, PowerPoint Presentation, Excel Spreadsheet

E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students engage in research using

a variety of tools to find information about major societal problems.

2. Students evaluate hypothetical

situations to identify appropriate conclusions.

3. Students construct model for

proposal to �fix� problem.


Benchmark: 11.A.4f C.


Assessments: G.

Early HS, Science

State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. Standard A. Know and apply the concepts, principles, and processes of scientific inquiry.

Using available technology, report, display and defend to an audience, conclusions drawn from investigations.

1. compliance with Internet Usage Agmt.

2. Correctly written thesis statement

3. Finished and published proposal

4. PowerPoint presentation

5. adherence to MLA research standards

6. correctly composed bibliography cards

7. peer evaluation on teacher-made rubric for speech delivery

Science




I.Resources:

Potential Accommodations: J.:


1. Show pictures of social problems like deforestation, smog, overpopulation, etc. to hook students.

2. Students will read in text about the issues

facing our Earth. 3. Classroom discussion about these issues and

how they affect humankind. 4. Create a flow chart of the major issues in

today�s world. 5. Students choose an issue that they will

research. 6. Students will use library resources for

research, including Reader�s Guide to Periodical Literature, Reference Collection, Atlases, Card Catalogue, Online Collections Database.

7. Students will use eLibrary to find sources and

information about their topic. 8. Students will use Internet search engines to

find web sites related to their topic. 9. Students will work in pairs to develop

proposal based on their research. 10. Students will write bibliography cards for

their sources. 11. Students will prepare PowerPoint

presentation for their speech. 12. Student will present conclusions to the class

for peer evaluation.

• eLibrary • bigchalk • Science Textbook • Government pamphlets • Atlases • Library resources • Web sites • Internet search engines

Readings in professional journals available from eLibrary database. • Journal of Learning Disabilities

�Self-Management as a Strategy to Improve the Classroom Behavior of Adolescents with ADHD�, 1998

• Journal of Emotional & Behavioral Disorders

• Use bigchalk�s HomeworkCentral for further study of major world issues like global warming, overpopulation, smog, deforestation, etc.

• Study transcripts available on bigchalk for NPR talk shows specific to special topics.

Science



D.Knowledge: �� Recognize the various sources available:

grammar textbook, internet, guidebooks, tutors �� Know how to use eLibrary �� Know how to search the Internet for relevant

websites �� Be able to formulate questions �� Be able to assess usefulness of information

Reasoning: �� Select relevant information from various sources�� Evaluate websites and information for relevance

and accuracy �� Organize materials for outline and speech �� Use supporting evidence in speech and

documentation using MLA style

Skills: �� Use eLibrary and bigchalk�s HomeworkCentral

interface to access relevant information. �� Public speaking

Product:

• Outline and speech

E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will begin mini-research

process on famous authors and their works.

2. Students will become familiar with the mini-research process endorsed by bigchalk.

3. Students will use eLibrary to find information about their assigned author.

4. Student will develop and submit outline for mini-research project with a correctly written thesis which summarizes the research.

5. Student will write a mini-research paper which adheres to MLA standards for writing.

6. Student will develop and deliver short informative speech on assigned author.


Benchmark: 5.B.5a C.


Assessments: G.

Late HS, English

State Goal 5: Use the language arts to acquire, assess, and communicate information. Standard B. Analyze and evaluate information acquired from various sources.

Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms.

1. research strategies 2. correctly written

outline using MLA style

3. proper grammar and

spelling in writing 4. peer evaluation

based on teacher made rubric

5. using eLibrary quiz 6. eLibrary scavenger

hunt 7. grammar practice

exercises

English Language Arts




I.Resources:



�� eLibrary online database �� bigchalk �� Grammar text book �� MLA stylebook �� Library resources �� Computer lab �� www.yahoo.com �� www.google.com �� www.netscape.com �� www.aol.com �� university and library websites �� encyclopedias and reference books

Suggestions from articles found in eLibrary database professional journal sources. �� Journal of Experimental Education �� Journal of Special Education �� Journal of Learning Disabilities �� Education

�� Teacher-made rubric for website evaluation

�� Group work and review �� Visual presentation for extra credit

1. Class should begin with the teacher reading an excerpt from a not-so-well-known author in order to create interest.

2. Discuss the reading. 3. Discuss the author extensively. 4. Suggest to the students that there are many

more authors who are not as famous as Emily Dickinson and Mark Twain.

5. Students should now pick an author from a list

that the teacher has compiled�the teacher mayalso accept research ideas for authors that the students may show an interest in but are not on the list.

6. Students will use eLibrary database to find

information about their author. 7. Students will document information according

to MLA guidelines. A review of MLA style may be added to the lesson as appropriate.

8. Students will use note-taking skills to

summarize the information found on eLibrary and other relevant sources.

9. Student will prepare and deliver 15-minute

presentation about their author. 10. Extra credit will be awarded if the student also

reads an excerpt from a work by that author. 11. Students should prepare a list of titles by that

author to suggest to the class for further reading.




D.Knowledge: �� Recognize the various sources available: library

resources, Internet, textbook, video, greeting cards, music, periodicals, television.

�� Know how to use eLibrary to access literature �� Be able to use bigchalk�s HomeworkCentral

interface to access literature and criticism

Reasoning: �� Evaluate relevant information for various sources�� Evaluate websites for relevance and accuracy �� Read critically to determine patterns �� Read critically to determine style

Skills: Use the Complete Works of Shakespeare and The World�s Best Poetry on the eLibrary database reference module to find examples of literary products with criticism.

Product: Use MSWord template to develop knowledge cards for each title read. Use MSExcel to create spreadsheet that illustrates common characteristics.

E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will review knowledge

cards for each literary work that has been read in class.

2. Students will compile a list in MS

Excel of the similarities within the different genres and authors.

3. Students will read critical reviews

of literature to enhance their own conclusions and thoughts.

4. Students will be able to identify

literary forms they read.


Benchmark: 2.A.3c C.


Assessments: G

8th Grade, English

State Goal: Read and understand literature representative of various societies, eras and ideas. Standard A. Understand how literary elements and techniques are used to convey meaning.

Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction).

1. Knowledge Cards properly completed.

2. MS Excel

Spreadsheet completed with information shared in class.

3. Summarized

criticism.

4. Matching genres quiz.

5. Identifying literary

devices. 6. Extra credit for

creativity on knowledge cards.

7. Extra credit if cards

are bound.





I.Resources:



1. Teacher should start the lesson by asking the students to recall different titles of literature that they have read both in the classroom and on their own.

2. Remind the students that they have kept

knowledge cards with all pertinent bibliographical and summarization information for the titles that they have read in class.

3. The students should begin to review their

knowledge cards to look for similar characteristics in the literary forms.

4. The teacher may give the example that poetry

is often written in stanzas rather than paragraphs and that the first letter of each line is capitalized.

5. Students should review basic elements of a

short story: plot, setting, point of view, characters, and theme.

6. Students should read biographical information

about authors to find their preferred genre. 7. Working in groups, students will fill in

spreadsheet with details from the different titles they�ve read.

8. Students will search eLibrary to find

information about specific authors and literary pieces.

9. Students will use bigchalk.com resources to

find information about specific authors and literary pieces.

10. Students will be able to list characteristics

common to a literary form based on information found in investigation.

�� eLibrary reference collection for examples of literature

�� eLibrary periodicals collections for samples of criticism on specific works

�� eLibrary collections of Monarch Book Notes for further information on criticism and specific literary titles.

�� bigchalk�s HomeworkCentral interface for relevant and accurate websites.

�� Reading textbook �� Knowledge cards �� Computer lab �� Library resources

�Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities� ; Journal of Special Education M. Cathleen Gardill, Asha K. Jitendra; 04-15

�� Plot diagrams �� Review peer knowledge cards �� Work with peers to develop spreadsheet�� Graph that translates spreadsheet

information




D.Knowledge: • Recognize and understand political symbols. • Become familiar with social and political

commentary. • Understand the historical significance of political

cartoons.

Reasoning: • Develop opinions about news events. • Engage in debate on current issues; prepare

arguments and rebuttals to support position.

Skills: • Research/note taking • Team work • Pubic speaking • Written communication

Products: • Note cards for debate • Presentation • Essay

E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students will explore significant

events in the news through an investigation of political cartoons.

2. In groups, students will select a

particular issue in the news for further research.

3. Research is conducted in

preparation for a 5-minute in-class debate. Students should prepare both persuasive arguments supporting their side of the issue, as well as counter arguments for members of the class on the opposing side of the issue.

4. Students will write a 1-2 page

essay summarizing their issue and their opinion on the topic.

Course/Grade Level, Unit A. Social Science, Early HS

Standard: B.State Goal 14: Understand political systems, with an emphasis on the United States. Standard D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations.

Benchmark: C. 14.D.4 Analyze roles & influences of individuals, groups, and media in shaping current debates on state and national policies.


Assessments: G.

1. Ability to locate and accurately analyze data (research skills and evaluation)

2. Logical organization

of arguments. 3. Position on issues is

expressed clearly and fully.

4. Peer evaluation 5. Organization and

technical accuracy of essay.

Social Science




I.Resources:



• Speaking drills for students needing practice in public speaking.

• Review/critique of local or national politicians engaged in debate.

Social Science

1. Teacher will begin by reviewing some of the common themes, symbolism, and historical significance of political cartoons.

2. Students review several online and print-

based sources in order to gain more experience with analyzing political cartoons.

3. Students select a particular current event/

issue depicted by one of the cartoons reviewed in class.

4. In groups, the students conduct research on

the current event, noting meaningful events, dates, and facts on 3x5� index cards.

5. Students synthesize their index cards and

develop arguments and rebuttals in preparation for in-class debate.

6. A mock debate is held in class prior to the

actual debate, giving students an opportunity to practice their arguments.

7. The debate event is held. Students conduct

a peer evaluation that was developed by the teacher.

8. Students write an essay summarizing the

issue and their opinion of the issue.

• bigchalk/NPR Daily Election 2000 lesson plans, audio files, etc.

• Political science journals in eLibrary:

The Nation National Journal The New Republic

eLibrary: • Natural language searches on the

following. Limit search to reference books only:

Politics in cartoons First political cartoon

• Phrase search on �political cartoon�.

Sort results by date to get current articles.

Web Resources: �A Brief History of Political Cartoons� http://xroads.virginia.edu/~MA96/PUCK/part1.html Political cartoons in the history of American journalism: http://www.boondocksnet.com/gallery/pc_intro.html



D.Knowledge: • Understand map scales and representations • Understand appropriate sources for information • Competency in searching online databases, such

as eLibrary

Reasoning: • Select relevant information from research tools. • Organize information for brochure and outline • Use supporting data in presentation

Skills: • Research and note-taking • Use of electronic research tools, including

eLibrary, HomeworkCentral, card catalogue • Public speaking; integrating visual aids into a

presentation

Products: • Student-created travel brochure • Five-minute oral presentation

E.Performance Task(s)-What do students do to demonstrate knowledge and skills? 1. Students engage in research using

online and print-based tools to find information on a particular state.

2. Students make decisions regarding

the relevancy of information found to the print and presentation assignments.

3. Students synthesize notes. They

create an outline by which to present geographic information in a travel-brochure format.

4. Students determine what

information should be included in oral presentation, select appropriate visual aids, etc.

Course/Grade Level, Unit A.Late Elementary, Social Science

Standard: B.State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

Benchmark: 17.A.2b C.Use maps and other geographic representations and instruments to gather information about people, places, and environments.


Assessments: G.

4. Sources and strategies used in research process

5. Correct grammar and

spelling in writing 6. Accuracy and depth

of information 7. Organization and

preparation for presentation

5. Peer-evaluation on in-class presentation.

6. Adherence to MLA

standards. 7. Extra credit may be

awarded for preparing a provisional estimate of travel costs.

Social Science



eLibrary Classic: Run searches on Thomas Nast, creator of the famous Republican Party elephant cartoon.

Searches: • Who was Thomas Nast • When was the Republican Party

elephant cartoon first published HomeworkCentral Learning Links: • Communication -> Special Subjects

-> Debate -> Speech & debate skills Other web resources: Professional Cartoonist Index & Teacher Guide with lesson plans and study guides (http://cagle.slate.msn.com/teacher/)


I.Resources:



eLibrary Classic: • Run searches on specific states.

Relevant sources include Columbia and World Book Encyclopedias.

• Run natural languages searches on

historical topics: What is cartography Who was Ptolemy

Note: For best results, limit search to reference books only. HomeworkCentral Teacher Resource Center:Students create their own maps. • Teacher resources -> Subject Resources

-> Social Studies -> Tools HomeworkCentral Learning Links: • Geography -> Introduction -> Map

Basics -> • U.S. History -> State Histories

1. Teacher will provide a broad-based overview on the diversity of cultures across the U.S. This diversity should be communicated to students in relation to the people and geography of the country. Students may be asked to share travel experiences they have had and the ways in which the people and geography of that area differed from their own experience.

2. To stimulate thinking, engage the class in

an activity in which students work in groups. Each group should have a different geographic region (northeast, southeast, etc). Using what they already know about that area, ask students to apply their knowledge to what they imagine to be the lifestyle of people in the area.

3. Assign individual students to states that are

within the region they just discussed. 4. Students are to conduct research to learn

about the history, geography, and people of the state. Students should create bibliography cards and note search strategies used with electronic research products.

5. Students will synthesize their notes and

develop an outline and layout for a travel brochure promoting their state.

6. Students should include relevant graphics

and photos for the area. 7. Students will assume the role of �travel

agent� and make an oral presentation (not to exceed five-minutes) describing the state. The presentation should be persuasive in describing the reasons why others would want to visit the state.

8. Members of the class critique the

presentation.

• Integrate economics/currency into the lesson by giving students play money. They vote on their favorite destination by deciding how to spend their budget.

• Students create their own maps (see Resources, above)

Social Science

Professional resources from eLibrary: �Collaborative Speech and Language Services for Students with Learning Disabilities�, Journal of Learning Disabilities, Linda K. Elksnin; 07-01-1997

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