American History

Proficiency Objectives for this unit:

• Citizenship Learning Outcomes: 1; 13; 14 c; 16 a, c, e

"Time of My Life"

Time line

Directions for Time line:

Brainstorm events of your life that you can remember. Since there have been so many events you may want to start with our

earliest childhood memory and go from there. Another idea is to list each year of your life on a sheet of paper and write

down events you know happened in that year. Below is a list of questions that might help you get started. This list is only

meant to help, I&';m sure that you can come up with many more events. Have fun!

• your birthday
• the very first thing you remember happening
• your first toys
• when you began school (What was your kindergarten teacher&';s name?)
• the first book you read by yourself
• the year you learned to ride a bike, ice skate, play a musical instrument, swim, or whistle.
• a train, airplane, or car ride somewhere
• the time you broke your arm falling off your bicycle, or other accidents
• the year you voice changed or you grew really fast
• when you met your best friend
• your first boy/girl friend
• the first movie, baseball game, concert, or play you ever went to
• when your bedtime changed so that you could stay up late
• the first time you were punished by your Mom or Dad
• when your first tooth fell out

Ethnography Lesson Plans Day 4 and 5

American History

Past events in our community and nation

Do they shape our lives?

Objective: Students will investigate past events within their own community and nation during the

past three years. Students will answer questions according to the concepts of change and culture in

reference to the article they've read.

Length of time: Two Periods/ 1hr. 30minutes.

Materials: Newspapers (from NIE) magazines, cd-rom of resent history, The Best of TIME

magazine video.

Procedure:

Instruct students to think about what has been in the news recently both within their

community of Middletown and nationally. Nationally: President Clinton Impeachment

trial, Ohio's first inmate put to death since 1969, new Governor, football and

baseball stadiums being built, Floods of 1998, El Nino, etc. In Middletown: City Center

Mall issue, School levy failure, Central Avenue tree issue, Lefferson park renovations,

MidFest etc.

Have students get into their pre-picked groups

Pass out one newspaper per group old newspapers from the past month or two.

Instruct students to clip out community news and national news of interest to them.

Students must read the articles!! 10 minutes

Pass out questionnaire and have each group answer the following:

***************************************************************

1.Why did this article interest you?

2.Will this article affect your life in anyway and how?

3.Will this article affect your future within 5 years? Concept of change

4.Do you think the article will affect your family and how? Concept of culture

5.Does this article reflect on how we live our lives today and how? Concept of culture

6. Is this article accurate in your opinion on how we live?

our lives today?

7. Do you think the event or issue in this article?

is a characteristic of your generation or your parents?

We will talk about this question in depth before students answer

After students have answered their questionnaire discuss their findings. Ask for a

volunteer to share their thoughts on the article and go though the questions with them. If

time ask for another volunteer.

Write the words culture, change and generation on the board.

Have students look up the words in the dictionary and define both.

The definitions are to be written on the bottom of their questionnaire.

Show the video from TIME magazine on the 1990's

End class with a preview of next day's class.

Ethnography Lesson Plan Day 9

American History

Measuring Change Through the Generation Gap

James L. Barth sec. Soc. Studies curriculum and activities book

Length: one period

Objective: Students will compare lifestyles between generations: past, present, and future

Materials: Pencil and paper

Procedures:

Have students: list 20 items that you know, see, can do or experience which were unknown,

impossible, or unimaginable for your parents when they were your present age.

Gather data (perhaps the first five items from each student).

List those and categorize them, i.e. medical, technical, space, education, customs, etc. having

noted the difference between parents and students as a measure of change, ask students if they

can explain why their view of the world might be different from their

parents/grandparents/guardian

As a review write down the definition of change from Webster Dictionary and conclude for

the day.

Ethnography Lesson 10&11

Similarities and Differences

Between the 1960's and 1990's

Generations

Length: 22 mins.

Objective: Students will write down the similarities and differences of historical or political events

that they know happened in the 1960's and 1990's. Students will use the Venn

diagram to show the similarities and differences and diagram any common traits the two decades

may share. After completion students will share the information with one other person to evaluate

each other's findings. Students can voluntarily share their diagram with the whole class

using the chalkboard.

Procedures:

Brainstorm using all the information we have gathered about political and other historical

events with the class aloud. (5-7minutes)

Pass out Venn diagram sheets. Ask students if they remember what information a Venn

diagram can show.

Explain the directions. Students are to write on one side of the diagram write 60's on

the other write 90's. Students are to write political/historical events that happened in

these two eras. In the middle where the two lines intersect students are to show if there are

any events that are similar.

Students are to use the information that has been provided to them throughout this unit for

resources.

Student may work on this assignment for the duration of the class period.

Assignment: Students are to bring their completed Venn Diagram with them to class tomorrow and

share them with the class voluntarily. We will discuss their findings at that time.

Lesson Continued:

Objectives: Students will share their diagrams voluntarily in class. Students will share the

similarities and the differences that they found between the two decades.

Procedure:

Ask students to get out their diagrams from the class before. Check for completeness.

Ask for someone to volunteer to share his or her diagram with the class. Up to three

students.

Discuss with class the differences between the two decades and ask why are we so different

now.

Closure: How have historical and political events affected adolescents in the 1960's?

How do you think historical and political events will affect your adolescence?

 Math

Proficiency Objectives for this unit:

• Mathematics Learning Outcomes: 3, 5, 12, 14

Day 1: Mean, Median, Mode

Objective: Students will be able to find the mean, median, and mode of a given set of data.

Procedures:

1. Take attendance

2. Copy notes

3. Examples together on the overhead

4. Students begin the assignment on their own

Assessment: Completion of the Mean, Median, Mode Worksheet for a homework grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 2: Mean, Median, Mode

Objective: Students will be able to find the mean, median, and mode of a given set of data.

Procedures:

1. Take attendance

2. Review notes

3. Students begin Review packet with a partner

Assessment: Completion of the Mean, Median, Mode Worksheets for a homework grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 3: Data Gathering

Objective: Students will be able to give statistical information of a given set of data.

Procedures:

1. Take attendance

2. Use frequency table to answer "How far do you live from the school?"

3. Distribute and explain the surveys for adults

Assessment: Completion of the Data Gathering Worksheet for a homework grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 4: Graphs and Trends

Objective: Students will be able to choose an appropriate graph and discuss trends associated with that graph.

Procedures:

1. Take attendance

2. Copy notes

3. Examples on the overhead together

4. Students begin the Graphs and Trends Worksheet

Assessment: Completion of the Graphs and Trends Worksheet for a homework grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 5: Review of Statistics

Objective: Students will be able to complete a review of all information given to date in this unit.

Procedures:

1. Take attendance

2. Students complete quiz

3. Students begin review worksheets

Assessment: Quiz over material for a test grade and completion of the Review Worksheet for a homework grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 6: Museum

Objective: Students will be able to bring back information from the museum to share with their groups.

Day 7: Inflation and Cost of Living

Objective: Students will be able to find the cost of living for a particular area at a certain time and discuss the impact of inflation on this.

Procedures:

1. Take attendance

2. Copy notes

3. Students complete Inflation and Cost of Living Worksheet in groups of three to four

4. Problems presented by groups on the board

Assessment: Completion of the Inflation and Cost of Living Worksheet

Materials: Notes, Pencil, Calculator, Worksheet

Day 8: Test

Objective: Students will be able to pass the test.

Procedures:

1. Take attendance

2. Hand out tests

3. Students will complete the test

Assessment: Test over materials for a test grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 9: Tallying Surveys

Objective: Students will be able to take several surveys and complete a tally sheet for these.

Procedures:

1. Take attendance

2. Students will fill out Tally Sheets as small groups

3. Students will combine Tally Sheets on the board and fill in the information on the back

Assessment: Completion of the Tally Sheets for a homework grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 10: Calculate means, medians, modes, and percents

Objective: Students will be able to calculate the means, medians, modes, and certain percentages of data that they have collected.

Procedures:

1. Take attendance

2. Students will complete the Calculation Sheet for the Tally Sheet

Assessment: Completion of the Calculation Sheet for a test grade (rubric)

Materials: Notes, Pencil, Calculator, Worksheet

Day 11: Graphing class data and discuss trends

Objective: Students will be able to create a graph of the information collected and note any trends.

Procedures:

1. Take attendance

2. Students will complete the Graph and Discussion Sheet together in small groups.

Assessment: Completion of the Graph and Discussion Sheet for a test grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 12: Combine class data to create team data

Objective: Students will be able to combine frequency tables from all classes to create the team data

Procedures:

1. Take attendance

2. Put information up on the overhead for each class

3. Students will be tabulating the frequencies on the Tally Sheets

Assessment: Completion of the Tally Sheets for a homework grade

Materials: Notes, Pencil, Calculator, Worksheet

Day 13: Graph team data and do compare/contrast trends

Objective: Students will be able to create a graph of the entire team's data and discuss trends. They will also compare and contrast this with the trends of just their class.

Procedures:

1. Take attendance

2. Students will receive a copy of the team's Tally Sheet

3. Students will complete the Graph Sheets and Discussion Sheets for the team's information

4. Students will compare and contrast the team findings with the findings of that class

Assessment: Completion of the Graph and Discussion Sheet for a test grade (rubric)

Materials: Notes, Pencil, Calculator, Worksheet

Language Arts

Proficiency Objectives for this unit:

• Reading Learning Outcomes: 1-8, 13, 15, 21, 22
• Writing Learning Outcomes: a-m

8th Grade Language Arts Lesson Plan

Objective~Students and teacher will create surveys to compare and contrast adolescents in the 60's and 90's

Procedures~

Teacher will take attendance

Teacher will discuss the guiding questions of the unit

Proficiency skills will be emphazised

Teacher and students will create a KWL chart

Ideas for the survey will be discussed

Assessment~

Student participation, completion of survey of

comparision / contrast of adolescents in the 60's and 90's

Materials~

Pencil/Paper

8th Grade Language Arts Lesson Plan Date:

Objective~ The students will create a verbal language dictionary for each of the generations (60's and 90's)

Procedures~

Teacher will take attendance

Teacher will discuss guiding questions of the unit

Proficiency skills will emphasized

A model of a verbal language dictionary will be shared with students along with an explanation of the objective

Teacher will discuss rubric with students ...add / delete if necessary

Students will work in groups to begin creating the verbal language dictionary

Students will make assignments in their groups to collect information for the verbal language dictionary for the 60's

rubric for verbal language dictionary

creative

words for each letter of the alphabet

sentence for each word

cover sheet

explanation of dictionary

list of students participating

resources

graphics

on time

Assessment~

Rubric will be used

Materials~

example of verbal language dictionary

pen, paper, markers, etc.

Gally's LA

Daily Lesson Plan for Interviewing Techniques

Materials: Writing and Language Handbook, Macmillan McGraw-Hill, New York, 1997, pp. 278-279

Objectives:

to define interview

to write appropriate questions to cover on their ethnography interviews

to roll play interviews

Procedures:

Pass out Writing and Language Handbook and turn to pp. 290-291. Read together interview strategies. Discuss possible ethnography questions to be asked. Roll play conducting an interview.

Assignment: Students will write out questions for their individual interviews and share with their teams. They will then conduct interviews.

Evaluation: Turn in interview questions and answers received .

Unit Lesson Plan for Night Journey by Kathryn Lasky

Overview: Night Journey will be used as a "jumping off" point for our students. The book is about a young girl, Rachel, who lives with her parents and great-grandmother, Nana Sashie. Nana Sashie is quite old and in ill health. She begins to tell Rache about her girlhood in Russia and how she and her family escaped. Through the telling of this oral history, Rachel learns the importance of family history, culture, and heirlooms. Night Journey will precede our ethnography study of generations with our students.

Materials

Night Journey book for each student

Study guide packet of vocabulary and questions

drawing paper

pencil and paper

Objectives:

Proficiency Reading Outcomes: 1-8

Proficiency Writing Outcomes: a-m

Introduce the book as an example of oral history to tie in with our ethnography unit

to compare and contrast two generations

Procedures:

The procedures will be left up to each individual teacher. Attached is a daily plan of reading and classwork.

Assignments:

Work that is not completed ijn class will be assigned for homework.

Evaluation:

Observation of discussion

End of book test - Thirty-six T-F, matching and multiple choice questions

Essay Topic: Why is it important to understand and know your family history? How has the information that Rache received from her great-grandmother hlep her acquire a better understanding of her own life?

Daily Lesson Plan for Capturing Oral History

Materials: Fischer, David Marc, "Mining Memories: Caputring Oral History", Writing, November / December 1994 Vol. 17, No. 3. pp.4-9

Objectives: to gain an understanding of the importance of passing information from one generation to another

Proficiency Reading objectives : 11-20

Procedures: Pass out Writing magazine. Read and discuss the article "Mining Memories: Caputring Oral History" by David Marc Fischer

Assignment: none

Evaluation: observation of discussion

Lesson Plan for Scriptwriting

Materials: Writing, Farrington, Jan, "Writing Scripts for TV ... and More", February 1995, Vol. 17, No. 5, pp. 4-9

Racel, Robin, "Dialogue Creating Voices", Writing, February 1995, Vol. 17, No. 5, pp. 10-11

Writing and Language Handbook, Macmillan McGraw-Hill, New York, 1997, pp. 290-291

Objectives: to write script for video ethnography project

reading proficiency objectives 11

writing proficiency objectives a-m

Procedures: Pass out articles from Writing magazine. Read and discuss. Use example of script in Writing and Language Handbook as a reference to scriptwriting.

Assignment: Create dialogue for storyboard work for video project

Evaluation: see rubric

Lesson Plan for Researching Popular Music and Dances from the 60's and 90's.

Materials: Life of the Party Volumes 1&2, internet, books, other research material

Objectives: To gain knowledge of popular music and dances from the 60's & 90's

Procedures: Students will survey family members as to the type of dances and

music that were popular in the 60's.

Students will question peers as well as use their own knowledge in

determining dances and music that are popular in the 90's.

Students will use a variety of research materials to find out

information about dances and music that were popular for the 60's

and the 90's.

Assignment:

Students will select one dance to research and choose a project to complete.

1.) Write a 3.5 explanatory essay on how to perform the

dance.

2.) Videotape self or other doing the dance and narrating with

instructions.

3.) Students will give an oral presentation on dance with

appropriate visual aids.

Evaluation: Teacher will grade final project according to predetermined criteria.

Lesson Plan for Creating a Family Tree

Materials: Family tree handout

Objective: Understand the history of your family and record that history

Procedures: Students will research their family ancestors. Students will

complete a family tree for their paternal and maternal sides of

their family. Students will be able to write at least one

paragraph describing an interesting fact discovered about

their family.

Assignment: Students will complete family tree handout. Students will

write a paragraph about what they discovered.

Evaluation: Evaluation rubric

SCIENCE

Proficiency Objectives for this unit:

• Science Learning Outcomes: 2, 7, 8, 10, 17, 18, 19, 20

My basic premise behind the science portion of the ethnographic unit is the study of major inventions that have effected American Culture over the past25-30 years. I believe the students will be intrigued at the interesting origins of some of the inventions I plan to cover throughout the unit.

Video Ethnography Unit Lesson

8th Grade Science Lesson Plan

Objective~ The students will be able to discuss major inventions and contributions of Leonardo DaVinci. Students will discuss the origins of inventions.

Procedures~

Teacher will take attendance.

Teacher will introduce the subject and origin of invention.

Teacher will briefly explain the essential question that must be answered by the conclusion of the unit.

Teacher will discuss a pioneer inventor; Leonardo DaVinci.

Teacher will access several URLs displaying sketches of invention from DaVinci.

Class will conclude with open discussion over set expectations for the unit.

Assessment~

Students will be expected to model their own personal inventions as Leonardo had done in his time. Information presented will be built upon as the unit continues.

Video Ethnography Unit Lesson

8th Grade Science Lesson Plan

Objective~ The students will be able to discuss major steps taken towards the invention of the modern computer and operating system

Procedures~

Teacher will take attendance.

Teacher will ask students to copy notes from the board.

Teacher will begin discussing the work of Ted Hoff. (Inventor of innovator behind the first microprocessor)

Teacher will continue discussion with a shift to the work of Douglas C. Engelbart (Inventor of the computer mouse and Windows interface)

Class will conclude with discussion over using information in the students' final project.

Assessment~

The information gained will be essential for success in answering the science essential question for the final video project. Information presented will be built upon as the unit continues.

Video Ethnography Unit Lesson

8th Grade Science Lesson Plan

Objective~ The students will be able to discuss and interpret the rise of Apple Computer Inc.

Procedures~

Teacher will take attendance.

Teacher will ask students to copy notes from the board.

Teacher will begin discussing the work of Steve Jobs and Steve Wozniak.

Teacher will use the Internet to show examples of early Apple Computers.

Class will conclude with questions regarding the video project.

Assessment~

The information gained will be essential for success in answering the science essential question for the final video project. Information presented will be built upon as the unit continues.

Materials -

Science Notebook Class Notes Internet Access

Video Ethnography Unit Lesson

8th Grade Science Lesson Plan

Objective~ The students will be able to discuss and list the steps taken to invent Liquid Paper and the skateboard.

Procedures~

Teacher will take attendance.

Teacher will ask students to copy notes from the board.

Teacher will begin discussing the inventions stated in the objective.

Teacher will ask for predictions of the future of these two particular inventions.

Class will conclude with questions regarding the video project.

Assessment~

The information gained will be essential for success in answering the science essential question for the final video project. Information presented will be built upon as the unit continues.

Materials -

Science Notebook Class Notes Internet Access

Video Ethnography Unit Lesson

8th Grade Science Lesson Plan

Objective~ The students will make predictions about inventions and the future. The students will discuss and evaluate a list of predictions about the future.

Procedures~

Teacher will take attendance.

Teacher will begin discussion over a previous lesson with the theme of change.

Teacher will distribute handout (attached). Students will be given five minutes to complete the activity.

A discussion will be conducted based on the items viewed positively by the students.

Another discussion will be conducted based on the items viewed negatively by the students.

Discussion will conclude with the topic of realism of the actual predictions.

Class will conclude with questions regarding the video project.

Assessment~

The information gained will be essential for success in answering the science essential question for the final video project. Students' participation is vital to success and accomplishment of the stated objective.

Science Notebook Class Notes Class Handouts

Video Ethnography Unit Lesson

8th Grade Science Lesson Plan

Objective~ The students will be able to discuss the steps taken in invention. The students will be able to brainstorm ideas for inventions.

Procedures~

Teacher will take attendance.

Teacher will ask students if any make-up quizzes are necessary

Teacher will hand out worksheet (See attached)

Teacher will ask "Has anyone ever thought of inventing something?"

Discussion will begin over students' ideas.

Teacher will ask student to complete the sheet.

Class will conclude with an extra-credit opportunity.

Class will conclude with questions regarding the video project.

Assessment~

The information gained will be essential for success in answering the science essential question for the final video project. Students' participation is vital to success and accomplishment of the stated objective.

Materials -

Science Notebook Class Notes Class Handouts

Back To Top