Learning+Design+Team

When History Happens
Learning Design

April 28 (will add room numbers, time, and members)

Goal: Essential learning and questions, instructional strategies, multi-discipline, multi-age, assessment. When History Happens Learning Design Plan – Draft - April 28, 2008 1.   Students will understand the importance of our election process. 2.   Students will locate, select and make use of relevant primary and secondary sources. 3.   Students will (illustrate, demonstrate, understand) the issues surrounding the National Conventions of 1908 and 2008. a.   Social b.   Economic c.   Location d.   Preparation and organization e.   Participation f.   Media 4.   Students will differentiate between enumerated and implied powers in the constitution focusing on the historical foundations. What is the DNC? || ||  ||  ||  || What is a convention? || ||  ||  ||  || What is the process? || ||  ||  ||  || ||  ||  ||  ||  || ||  ||  ||  ||  || ||  ||  ||  ||  || 1908 ||  ||  ||  ||  || Social || || ||  ||  || Political || || ||  ||  || Technology || || ||  ||  || Economic || || ||  ||  || Denver and Colorado || || ||  ||  ||  Students will be able to describe the basic election process || Flow chart, timeline, quiz || Students will be able to describe what a delegate is and identify delegates || T-chart, biography || Students will be able to compare/contrast media and communication between the 1908/2008 conventions || Butcher block – Then and now, Venn diagram, Inspiration || Students will compare and contrast the role of women and minorities in the political process in both conventions || T-charts, mock interview, RAFT, mock interviews, bios, write a letter from the person in the past to the person in the present || Students will identify basic differences between life in 1908 and 2008 || Digital scrapbook, diary, PowerPoint, blog, overlays || Students will identify the difference between fact and opinion in relation to political propaganda || Political cartoons, articles, slogans, buttons, ads, articles, personal narrative, create a political campaign || Students will be able to describe the geographical differences between Denver in 1908 and now || Compare/contrast, analyze maps and historical photos, prediction for another 100 years || Students will be able to describe the differences in transportation between 1908 and now || PowerPoint, diary entries, RAFT, collage, series of postcards, Inspiration || Students will be able to describe the things that make their community unique. || Monologue, Brochure, podcast, documentary || Students can describe, explain and demonstrate responsible citizenship in the democratic process || * Mock convention, letter to a political person, editorial || Students will compare/contrast the elements of the 1908 and 2008 DNC || See Elementary || Students will define /explain the political process and its components || See Elementary || Students will locate, select and make use of relevant primary and secondary sources to create an end product || || Students can describe, explain and demonstrate responsible citizenship in the democratic process || || Students will compare/contrast the elements of the 1908 and 2008 DNC || || Students will define and explain the political process and its components || || Students will differentiate between enumerated and implied powers in the constitution focusing on the historical foundations || Position paper, flow chart, Socratic seminar, concept mapping || || || Mock interview || || Debate || || Voting || || Straw poll || || Primary source collection || || PowerPoint || || Mock election || || Wiki, podcast, blog || || Mock caucus || || Daily news || || “Gossip” column || || “Dear Abby” || || Mock protest || || Buttons || || Bumper stickers || || Documentaries || || Digital slide shows || || Flow charts, t-charts, Venn diagrams || || Maps w/overlays || || Postcards || || DNC tickets || || “Green convention” || || Album/scrapbook || || Song || || Biopoems || || Political cartoons || || Underlying Themes Responsible Citizenship * Political Process * Why here? Now? * Compare and Contrast 1908-2008 || Lesson || K-5 || 6-8 || 9-12 || Subject || xxx || || ||  || Time to teach || xxx || || ||  || Content connection || xxx || || ||  || 3-5 day Roadmap |||| xxx || || ||  || Quick and easy |||| xxx || || ||  || Standards |||| xxx || || ||  || Skills |||| xxx || || ||  || Extensions |||| xxx || || ||  || Adaptation |||| xxx || || ||  || Grade Level || Primary Source || Glossary || Fast Facts || Critical Weblinks || K-5 || Caption || || ||  || 6-8 ||  Background || || ||  || 9-12 ||  Connections to other content areas || || ||  || ||  ||  ||  ||  || ||  ||  ||  ||  ||  Democracy Convention Delegate Primary Caucus Primary vs. secondary Electoral college Credentials Media “hat in the ring” State Community District State Indirect democracy Running mate Election Campaign Assembly Conservative Moderate register straw poll blog protest super delegate plank platform republic propaganda affiliation favorite son/daughter city national precinct county direct democracy republic opponent alternate slogan civics liberal progressive ballot wiki debate green convention Orator 
 * Project Goals: **
 * Background Knowledge **
 * 1908 Context **
 * Elementary Objectives **
 * Objective ** ||
 * Assessment ** ||
 * Assessment ** ||
 * Middle School Objectives **
 * High School Objectives **
 * Assessments **
 * Assessment ** ||
 * Example, Suggestions, and Materials ** ||
 * Example, Suggestions, and Materials ** ||
 * Lessons, Learning Activities **
 * Teacher Toolbox **
 * Glossary **