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 * Application 5- Problem Based Learning Lesson**

**Grade Level**-Seventh analyze continuity and change in Africa leading to the 21st century (GPS) (7SS_C2009-41) More specific standards: 41 - explain how nationalism led to independence in South Africa, Kenya, and Nigeria. 41 - explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F. W. de Klerk. 41 - explain the impact of the Pan-African movement.
 * Subject Area**- Social Studies
 * GOALS**-Lesson Description- Students will be introduced to nationalism in Africa with a web quest. After their web quest, students will create a presentation to teach the class about apartheid. Students will then be assessed by using a Student Response System.
 * Standards**-

ISTE-NET-S
 * -Creativity & Innovation || X-Critical Thinking, Problem-Solving, & Decision Making ||
 * X- Communication & Collaboration || X-Digital Citizenship ||
 * X- Research & Information Fluency ||  XX -Technology Operations & Concepts  ||

  ** Day 6- Student Response System (more under evaluate). **
 * Lesson (ACTION)- **
 * Students will answer the question, what events have led to peace in Africa? This lesson will show students the progress that the continent of Africa has made since independence. **
 * Day 1- Students will complete a web quest in the computer lab dealing with nationalism and more specifically independence movements in South Africa, Kenya, and Nigeria. During this web quest they will also learn about the Pan-African Movement. I will also show the following video clip to introduce apartheid: **
 * [] **
 * Day 2- I will start off the lesson by showing my students another video clip about Nelson Mandela: **
 * [] **
 * Students will then split into groups of three to complete research about apartheid in South Africa using the internet. I will provide them with the following websites: **
 * 1. [] **
 * 2. [] **
 * 3. [] **
 * 4. [] **
 * After their research is complete each group will choose between using Voice Thread or Power Point to create a presentation. I will require each presentation to have a voice over, so the students will not have to present each artifact. **
 * Day 3- Students will continue to work on their presentation with the teacher or technology helper in the lab for assistance. **
 * Day 4- Students will continue to work on their presentation this should be the last day they will work. Each group will come up with a presentation guide that includes questions students can answer as the watch the presentation. **
 * Day 5- Each group will display their presentation on a computer. Students will then use their presentation guides to watch each group’s presentation. By the end of the class each group will have watched every presentation and have learned about apartheid. **
 * MONITOR-**Accommodations and Modifications-Students with special needs will be given an extra 2 weeks to finish the entire lesson. Included in those 2 weeks is 2 mandatory tutoring sessions held at the discretion of the parents.
 * EVALUATE-** I will evaluate student learning by using a Student Response System at the end of the lesson. Students will be given questions dealing with the different topics covered throughout the lesson. With the Student Response System I will be able to evaluate student learning immediately and be able to recover any material that they might have found confusing or difficult.

**Grade Level**-Seventh
 * Application 6- Online Collaboration Lesson**
 * Subject Area**- Social Studies
 * GOALS**-Lesson Description- The goal is for students to work together to understand the complexities of the different governments of Kenya, South Africa, and Sudan using collaborative technology.

35a - describe the ways government systems distribute power: unitary, confederation, and federal. 35b - explain how governments determine citizen participation: autocratic, oligarchic, and democratic. 35c - describe the two predominant forms of democratic governments: parliamentary and presidential. 36a - compare the republican systems of government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms.
 * Standards**-

ISTE-NET-S
 * -Creativity & Innovation || X-Critical Thinking, Problem-Solving, & Decision Making ||
 * X- Communication & Collaboration || X-Digital Citizenship ||
 * X- Research & Information Fluency || -Technology Operations & Concepts ||

**Lesson (ACTION)-**** Students will break into groups of three and create a wiki covering the governments of Kenya, South Africa, and Sudan. The wiki will need to include how each country distributes power, how each country determines citizen participation, if it is a democratic country does it have a parliamentary or presidential form, **the form of leadership and role of the citizen in terms of voting and personal freedoms.
 * Day 1- Teacher will use a power point presentation to review different types of Governments. Students will take fill in the blank notes. These notes will help them understand the information they need for their wiki. After the notes are taken, the teacher will show the students what a wiki is and how they are used. The teacher will also provide the students with three websites: ** @http://www.wikispaces.com/site/for/teachers, www.wikispaces.com , www.pbwiki.com.
 * Day 2- Students will break into groups of three before going to the computer lab. In the computer lab students will begin research and create their wiki accounts. **
 * Day 3- Students will work on their wikis using the information they found from their research. **
 * Day 4- Students will finish up their wikis and provide the link by emailing it to the teacher. The teacher will then create a links page for each class and post the list on the class blog ( [] ) **
 * Day 5- Students will go to the class blog ( [] ) and review every group’s wiki. At the end of the review session, students will take a quiz to evaluate what they learned. **

**MONITOR-**Accommodations and Modifications-Students with special needs will be put into groups with very successful students. Their quiz will be all multiple choice questions with only three possible answers instead of four. I will also be available to help any special needs students before or after school.
 * EVALUATE-** I will evaluate student learning by reviewing every wiki and giving the students a quiz at the end of the lesson. Students will be given questions dealing with the different topics covered throughout the lesson.

**GOALS**-Lesson Description- Students will review the information they covered throughout the unit by creating a digital storying dealing with many different topics in Africa. 31a - locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert, 31b - locate on a world and regional political-physical map the countries of Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan 33a - explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel 34a - explain the differences between an ethnic group and a religious group, 34b - explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups, 34c - evaluate how the literacy rate affects the standard of living 37a - compare how various factors, including gender, affect access to education in Kenya and Sudan, 37b - describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa 41a - explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries,
 * Application 7- Digital Story Telling**
 * Grade Level**-Seventh
 * Subject Area**- Social Studies
 * Standards**-

ISTE-NET-S -Creativity & Innovation || X-Critical Thinking, Problem-Solving, & Decision Making || X-Communication & Collaboration || X-Digital Citizenship || X-Research & Information Fluency || XX -Technology Operations & Concepts ||

Students will create a digital story over African topics that will be covered throughout the quarter. Day 1- Teacher will read the book "14 Cows to America", which will show the students how to properly illustrate and write a story. After the story, the teacher will break the students into groups of 3-4 and give them their possible story topics (African Topics Word Document and Africa Book Writing Project Sheet Word Document). At this time, the teacher will also provide them with a rubric so the students will understand how they are being graded (Rubric Word Document). The teacher will also show the students an example digital story dealing with Biomes (Biomes Book Power Point). Day 2- Students will need to come to class with their topics chosen. They will then begin researching their topics (Research Sheet Word Document). Each student in every group will have their own job to complete (Group Work Log Job Descriptions Word Document) and their work will be tracked every single day on a Group Work Log sheet (Group Work Log Word Document). Day 3- Students will continue to work on their research for their digital story. Every student will fill out their section of the Group Work Log. Day 4- Students will begin to work on their stories. Each group will use a story board to help them create a rough draft of their story. Every group member will need to put in input to help the process along. (Storyboard PDF). Every student will fill out their section of the Group Work Log. Day 5- Students will finish up rough draft of story and begin to create their digital story. Every student will fill out their section of the Group Work Log. Day 6- Students will work on their final draft of their digital story. Every student will fill out their section of the Group Work Log. Day 7- Students will continue to work on their final draft of their digital story. Every student will fill out their section of the Group Work Log. Day 8- Students will finish their digital story and turn it in by the end of the period. Every student will fill out their section of the Group Work Log. Day 9- Students will evaluate using the rubric projects from other periods. Teacher will use student evaluations to help grade each groups project.
 * Lesson (ACTION)-**
 * MONITOR-**Accommodations and Modifications-Students with special needs will be put into groups with students who are high achieving students. Special needs students will also be assigned a job in their group that the teacher knows they can handle.
 * EVALUATE-** I will evaluate student learning by having the students grade other classes projects. If the students understand the project and the material, they will be able to grade the projects accurately and fair. The projects they turn in will also be graded by the teacher.


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