REMIX 4:  

World Studies: Wilson’s Fourteen Points
Freshmen Course

 

 

Regular Lesson:

 

Objective:

Students will critically analyze President Woodrow Wilson’s Fourteen Points to determine the meaning and purpose of each of his major points when envisioning peace following World War I.  

Materials:

Highlighters, Pen/Pencil, White Board & Markers, World War I PowerPoint Notes, Wilson’s Fourteen Point Handout 

Procedure:

  

1. Conduct a general discussion of the goal and purpose of Wilson’s Fourteen Points – eliminate the cause of war, "world peace," war to end all wars, etc.

2. Students will be given a copy of Wilson’s Fourteen Points with the following directions:

a. Read each excerpt from President Woodrow Wilson’s Fourteen Points Speech. Highlight any connections to the causes of WWI as well as why the US entered WWI. Then summarize the excerpt stating what Wilson was hoping to accomplish with each point (write it in simplified English!). If possible, state the connection to the goals of Wilson’s Fourteen Points.

3. Students will work individually to complete the assignment.

4. During a whole class discussion the Fourteen Points will be broken down, point-by-point, and students will make the connections to what Wilson was hoping to accomplish with his peace plan – the teacher will write student responses on the White Board for all to copy.

5. Conduct a discussion on if this could be accomplished, drawing attention upon what other countries were hoping to accomplish with the peace plan.

 

Duration: 2-3 class periods

 

Remix Lesson with Actual Usage of iPad Technology (only one iPad):

 

Objective:

Students will critically analyze President Woodrow Wilson’s Fourteen Points to determine the meaning and purpose of each of his major points when envisioning peace following World War I.  

Materials:

iPad and AppleTV, Dropbox (to transfer class material to iPad for projection), Explain Everything App, Skitch App, Highlighters, Pen/Pencil, World War I PowerPoint Notes, Wilson’s Fourteen Point Handout

Procedure:

  

1. Using Explain Everything conduct a general discussion of the goal and purpose of Wilson’s Fourteen Points – eliminate the cause of war, "world peace," war to end all wars, etc.

a. Throughout the lecture, students will use the iPad to add additional notes as to why Wilson would be hoping to achieve such elements based upon their prior knowledge (predictions)

2. Students will then be given a copy of Wilson’s Fourteen Points with the following directions:

a. Read each excerpt from President Woodrow Wilson’s Fourteen Points Speech. Highlight any connections to the causes of WWI as well as why the US entered WWI. Then summarize the excerpt stating what Wilson was hoping to accomplish with each point (write it in simplified English!). If possible, state the connection to the goals of Wilson’s Fourteen Points.

3. Students will work with groups of three or four (depending on class size) to analyze the Fourteen Points based upon the above directions. Students will spend time making sense of the point, making connections between the causes of WWI and why the US got involved, Wilson’s overall goal and purpose for the Fourteen Points and if the point would be possible based upon the desires of the other nations goal of war (i.e. Germany, Italy, etc).

4. Students will critically analyze each point so they can "teach" the class

5. Once students have analyzed the Fourteen Points each group will be given a specific point to "teach" to the class.

6. The teacher will project each excerpt on the AppleTV using the iPad and Skitch App. Each group will use the iPad to break down (point-by-point) their specific points. Groups will insert into the document the following information for classmates:

a. Summary of Point

b. Connection to Wilson’s goal

c. Connection to events of WWI

d. Potential for reality based upon desires of other nations

7. As groups present other students (and teacher as needed) will insert other essential information to help clarify the true depth of the point

8. Upon each group presenting their findings and understandings, students will write a paragraph response predicting if Wilson’s Fourteen Points can or will become a reality based upon the information – they will spend particular time focusing on what other countries desire from peace terms and the analysis of the individual points to make this prediction and justify it.

 

Duration: 2-4 class periods

 

Reflection:

 

Although I have yet to implement this lesson (plan on doing so in the next few weeks), I have greatly used the iPad and AppleTV in my lessons. I personally use the app Explain Everything on a daily basis. It is with this app that I can project notes, but in an interactive manner. Students and myself add side-notes into the notes and using the interactive tools I can highlight certain portions. In addition, with Explain Everything I have downloaded (using Dropbox) handouts that I would once make copies of and not be able to project. Then when we are discussing the handouts students have written in the answers and shared insights. This has made the discussion portion of my class much more interactive. Another, app that I greatly use in the Stick Pick app. This app has allowed me to insert the names of all my students in each class and it assigns them a popsicle stick with their name. I then project the app and during review or question-answers portions of class the app randomly selects a popsicle stick (aka student) to answer the question. My students actually ask to use the "popsicle app" all the time because it makes the review portion more fun because those dominate students are unable to "steal the show" so to say during review portions. This app also has a section where you can assign a level of Bloom’s Taxonomy to each student to assure you are asking a question that is based upon their skill level. I haven’t gotten a chance to really work with that portion of the app, but I am hoping to look more into it eventually.

 

 

 

 

 

 

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Remix #3 Jan. 27th 2013

 

World Studies: Economic Systems
Freshman Course 

 

Regular Lesson: 

 

Objective: Evaluate and analyze the major elements of each economic system (traditional, command, market, & mixed) by comparing how nations/societies dominated by each system answer the three basic economic questions. 

 

Materials: PowerPoint Note Packet, Computer, Clip Art, Word Document, Colored Paper, Colored Ink 

 

Procedure: 

 

Directions for Application Assignment: 

1. 1. Students will create 4 recipe cards-one for each economic system: 
1. a. Traditional 
2. b. Command 
3. c. Market 
4. d. Mixed 
5. 2. Students will create a recipe card for each economic system incorporating the key elements, advantages, and disadvantages of the system to demonstrate their understanding of how each economic system is created, runs, and affects the people 
6. 3. On the recipe card students will include the following: ingredients (key elements of the economic system), mixing process (how the elements come together to create the “final system”), and description of the “final system” (this will highlight the advantages/disadvantages)
7. 4. In addition, students will include visuals of the key ingredients for each recipe 

 

Duration: 2-3 class periods

 

Remix Lesson with iPads for All: 

 

Objective: Evaluate and analyze the major elements of each economic system (traditional, command, market, & mixed) by comparing how nations/societies dominated by each system answer the three basic economic questions. 

 

Materials: PowerPoint Notes on Keynote, iPad, Safari Browser, Popplet App, Email, Edmodo Class Page

 

Procedure: 

 

Directions for Application Assignment: 

1. 1. Students will create 4 separate popplet’s using the Popplet App-one for each economic system 
2. a. Traditional 
3. b. Command 
4. c. Market 
5. d. Mixed 
6. 2. Students will create a Popplet account for homework the night prior to class (students will access “how to” directions via class Edmodo page the night prior)
7. 3. Students will use their Popplet app to create a “collage” that describes each economic system incorporating the key elements, advantages, and disadvantages of the system to demonstrate their understanding of how each economic system is created, runs, and affects the people 
8. 4. Each Popplet should include the following: 
9. a. 6 illustrations from clip art in a Popplet (use Safari Browser to search clip art) that illustrates key features and elements of each economic system 
10. b. 6 descriptors in a Popplet that describes each illustration (for example: a clip art for market economy could be money and the descriptor could explain the profit motivation and disparity of wealth)
11. 5. Upon completion students will save and email their Popplets to the teacher for grading 

 

Duration: 1-2 class periods 

 

Remix Lesson with iPads for All AND 21^st Century Skills: 

 

*Bolded items are those included to incorporate more 21^st century skills into lesson!

 

Objective: Evaluate and analyze the major elements of each economic system (traditional, command, market, & mixed) by comparing how nations/societies dominated by each system answer the three basic economic questions. 

 

Materials: PowerPoint Notes on Keynote, iPad, Safari Browser, Popplet App, Email, Edmodo Class Page

 

Procedure: 

 

Directions for Application Assignment: 

1. 1. Students will create 4 separate popplet’s using the Popplet App-one for each economic system 
2. a. Traditional 
3. b. Command 
4. c. Market 
5. d. Mixed 
6. 2. Students will create a Popplet account for homework the night prior to class (students will access “how to” directions via class Edmodo page the night prior)
7. 3. Students will use their Popplet app to create a “collage” that describes a “fake” society run by each economic system this will demonstrate their understanding of how each economic systems works using critical thinking skills within an authentic based task. Within their “fake” society students will describe each economic system incorporating the key elements, advantages, and disadvantages of the system to demonstrate their understanding of how each economic system is created, runs, and affects the people
8. 4. Each Popplet should include the following: 
9. a. Illustrations from clip art in a Popplet (use Safari Browser to search clip art) that illustrates the following: 
1. i. 2 pictures on the social services provided by the specified economic system
2. ii. 2 pictures on the government role in the specified economic system 
3. iii. 2 pictures on the social aspects (lives of people and workers) in the specified economic system 
4. iv. 2 pictures on the economy (work, production, etc) of the specified economic system 
10. b. Descriptors in a Popplet that describes each illustration, thus analyzing their understanding on how a society run by each economic system would be run 
11. 5. Upon completion students will save and email their Popplets to the teacher for grading, in addition students will print out copies of all their Popplet economic system societies. 
12. 6. Following completion of Popplet economic system societies students will (anonymously – no names) be given another students 4 Popplets and write a critique on the society. Critiques will be “kind” but focus on missing elements, questions regarding certain features, suggestions, etc. 
13. 7. Students will get their critiqued Popplets back and write a one paragraph reflection for each economic system stating how they would alter their “fake” society based upon classmate suggestions – this will be posted on class Edmodo page.

 

Duration: 2-3 class periods to create Popplets; 1 class period for peer critique; Out of Class Time for Reflection 

 

 

 

 

 

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Remix # 2 Jan., 2013

 

World Studies: Economic Systems
Freshman Course

 

Regular Lesson:

 

Objective: Evaluate and analyze the major elements of each economic system (traditional, command, market, & mixed) by comparing how nations/societies dominated by each system answer the three basic economic questions.

 

Materials: PowerPoint Note Packet, Computer, Clip Art, Word Document, Colored Paper, Colored Ink

 

Procedure:

 

Directions for Application Assignment:

1. Students will create 4 recipe cards-one for each economic system:
1. Traditional
2. Command
3. Market
4. Mixed
5. Students will create a recipe card for each economic system incorporating the key elements, advantages, and disadvantages of the system to demonstrate their understanding of how each economic system is created, runs, and affects the people
6. On the recipe card students will include the following: ingredients (key elements of the economic system), mixing process (how the elements come together to create the “final system”), and description of the “final system” (this will highlight the advantages/disadvantages)
7. In addition, students will include visuals of the key ingredients for each recipe

 

Duration: 2-3 class periods

 

Remix Lesson with iPads for All:

 

Objective: Evaluate and analyze the major elements of each economic system (traditional, command, market, & mixed) by comparing how nations/societies dominated by each system answer the three basic economic questions.

 

Materials: PowerPoint Notes on Keynote, iPad, Safari Browser, Popplet App, Email, Edmodo Class Page

 

Procedure:

 

Directions for Application Assignment:

1. Students will create 4 separate popplet’s using the Popplet App-one for each economic system
1. Traditional
2. Command
3. Market
4. Mixed
5. Students will create a Popplet account for homework the night prior to class (students will access “how to” directions via class Edmodo page the night prior)
6. Students will use their Popplet app to create a “collage” the describes each economic system incorporating the key elements, advantages, and disadvantages of the system to demonstrate their understanding of how each economic system is created, runs, and affects the people
7. Each Popplet should include the following:
1. 6 illustrations from clip art in a Popplet (use Safari Browser to search clip art) that illustrates key features and elements of each economic system
2. 6 descriptors in a Popplet that describes each illustration (for example: a clip art for market economy could be money and the descriptor could explain the profit motivation and disparity of wealth)
3.  Upon completion students will save and email their Popplets to the teacher for grading

 

Duration: 1-2 class periods

 

 

 

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Remix # 1 Dec. 12th, 2012

 

Sociology: Theories of Human Development
Social Studies Elective

 

Regular Lesson:

 

Objective: Explain the various theories of the development of the socially acceptable self, such as the Looking Glass Self (Cooley) and Moral Development (Kohlberg).

 

Materials: iPad (for notes), PowerPoint Note Packet, Whiteboard, Paper, Pencil, Colored Pencils

 

Procedure:

 

1. Students will learn the five major theories of development of the socially acceptable self (Freud, Erikson, Kohlberg, Cooley, & Mead) through direct instruction (PowerPoint notes) and discussion with personal examples – this will take several days.
2. Various activities will be included during the discussion each day to help comprehend theories and their component parts.
3. Upon completion of the discussion and sharing of ideas related to the theories of the socially acceptable self, students will create a Development of Self Comic Scenario where they will use the five theories of the development of the socially acceptable self to create a comic scenario that the character experiences the different developmental styles and thus ends in the formation of the socially acceptable self – this will include a writing portion (comic thoughts & ideas) that will help express their understanding and a visual portion (drawing of comic) that will express their understanding of the social accepts and how each theory functions in the development of the socially acceptable self.

 

Remix Lesson with iPads for All:

 

Objective: Explain the various theories of the development of the socially acceptable self, such as the Looking Glass Self (Cooley) and Moral Development (Kohlberg).

 

Materials: iPads, Explain Everything, Office 2 HD App, Video, ITunes, Edmodo

 

Procedure:

 

1. Students will review the previously supplied PowerPoint lecture from ITunes and listen to the lecture at home taking additional notes as needed on the supplied handout – outside of class; lecture was previously recorded and briefly introduced in class by the teacher.
2. In class review of the material covered in the PowerPoint notes viewed at home. The class will take part in a question & answer session to clear up confusion of the theories and personal examples will be offered.
3. Upon review portion students will access various activities related to each of the developmental theories inserted on the class Edmodo page using their iPads. Students will complete 2 of the 5 activities in class and post a reflection with questions, thoughts, concerns, etc regarding the activity. Students will then read and respond to several students posts on the class page to deeper content knowledge.
4. Students will then work in pairs to create a skit based upon the theories of the socially acceptable self where they will use the five theories of the development of the socially acceptable self to show how each theory works socially to create the self. Students will first create a story board of their skit (script almost) using the Office 2 HD app (either word or presentation document) and then will act out their skit recording the skit using their iPads. Students will place their skit on the class Edmodo page and upload their completed video on ITunes. 
5. Upon completion of the skit activity students will be required to view each other’s videos and write a reflection post on the class Edmodo page for discussion and deeper analysis of the theories.