Butler at UTB

 

Knowledge Design Draft dlr

Page history last edited by Daniel Runnels 4 mos ago

Duration:  1 Six Weeks

Grade Level:  Secondary

Olympics Theme Song:  http://www.youtube.com/watch?v=diXUz0DrGG0 

Summary of Lesson:

 

The learning goal will be to understand the history of different governments or political policies, through the study of several Olympic boycotts or protests.  Students will become committee members that have been assigned the duty of making a decision for a country that is considering boycotting the Olympics.  The committees will study the goals of boycotts or protests and there link to different governmental structures that caused the issues and conflicts.  Students will complete narrative discourse activities in which they will study the stories behind boycotts of Olympic events and ultimately participate in expository discourse activities to create a general knowledge of the entire government structures that may have caused conflicts.  Students will be able to debate if boycotts and protests were successful.  They will also present the primary governmental issues and concerns of countries that caused boycotts and protests of Olympic Games.  Ultimately the students present conclusions and defend there conclusions as to whether the country should boycott an Olymic Event.

 

Foundations

 

Literacy: Researching and reading web-based articles, books and other resources, that include print and graphical accounts of events and feelings during boycotts of Olympic events.  Computer databases, spreadsheets, and television  
Problem-Solving: Strategies: Students will engage in anchored instruction that has an emphasis on the issues surrounding Olympic boycott controveries in history. Students will incorporate deductive reasoning about the problem and ultimately guide there own thoughts (metacognition) about what they have learned or what is known about a problem then draw a final conclusion.. Authentic (Anchored) Problem: This question will require information rearranging processes or deductive thinking and is a real world problem of interest. Students will become members of an Olympic Boycott committee and before making a decision will be posed with the question of whether Olympic Boycotts were successful in creating awareness of issues related to government, culture, etc. If so, to what extent was the awareness successful or if not would it have been better for the country to participate in the Olympics and gain International recognition for winning medals. While drawing conclusions students will learn about the different forms of government, civil rights movements, and other primary historical events in politics and other areas.  The final conclusion will be presented for debate using powerpoint or a web-based application. Students will defend there conclusions and findings.
Knowledge:

Disciplinary Structures: political eras, public opinion, historical issues and conflicts, significant events, political revolutions, political and economic effects, civil rights movements, characteristics of forms of government that may cause conflict, framework of different types of government

 

Disciplinary Processes: researching, compiling, debating, public speaking, analyzing, evaluating outcomes, devising opinions, data analysis and persuading others

 

Disciplinary Discourse: various modes of political discourse data gathering, data analysis, debating success of boycotts, position presentations using technology of choice ex.Powerpoint, Wiki, other collaboration tools, expository discourse- analytical reasoning or data analysis of medal counts, narrative discourse – boycott stories through internet research studies
Using Information: Students will be able to research and use information to prove there conclusions and decisions.  They will pland the creation of presentations and reports that will will be used in debates and class discussions. 
Community: Students will work in groups of 4 to 5 as committees and each member will be assigned duties.  The groups will create neccessary databases and other materials as neccessary.  Student groups will summarize information and findings or conclusions to presented and debated through group and class discussions while using multimedia presentations.  Each group will evaluate the other groups and their group members using a teacher created rubric.
   

Activities

Authentic Activities:

The students will need to complete these authentic activities in order to create final presentations or materials for debate.

A1. Learn how to use and create a Wiki for collaboration 

A2. Become historians in the history of the countries governmental policies, civil rights movements, and other cultural issues, that caused countries to boycott Olympics.

A3. Create a spreadsheet format in order to present medal counts and projected medal counts.

A4. Students will interview individuals to gather thoughts and feelings about the Olympic boycott

A5. Learn about data analysis and forecasting
Background Building Activities:

In the problem-centered learning that is to take place in this lesson. The student will

B1. Students will watch archived news reports about Olympic boycotts.

B2. Students will research Internet for information on Olympic boycott assigned.

B3. Students will watch interviews of Olympic athletes that were not able to compete because of an Olympic boycott.

B4. Students will research the success of the boycotting coutries in Olympic events.

B5. Students will study the governments behind each country that was involved in the Olympic boycott.

B6. Students will listen or research to find stories about the changes that occurred after a boycott.

B7. Students will debate in groups about the reasons for the boycott.

B8. Students will work together in groups to brainstorm ideas about the changes in thought or policy that may have occured because of a boycott.
Constructing Activities:

C1. Students will construct spreadsheets of the medal counts of each Olympic Year prior to and after the Olympics Year of the boycott.

C2. Students will use the data to create projections on what medal counts would be if the country that boycotted an olympics would have competed.

C3. Students will construct graphs from the spreadsheets of forecasted medal counts

C3. Students will create timelines of the incidents that led up to the Olympic boycott and any changes in thoughts or policies after the boycott.

C4. Students will create web-based representations of findings.

C5.  Students will use the research to compare and contrast the facts behind the boycott of each country vs. feelings of pride if the country actually competed.
Sharing Activities:

D1. Students will participate in debates over Olympic Boycott success.

D2. Students will present and defend findings then gather feedback from peers.

D3. Students will present there collaborative environment and share there thoughts on overall group efforts using web-based tools
Contents

Social Studies

(18) Citizenship. The student understands efforts to expand the democratic process. The student is expected to:

(A) identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution;

(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments; and

(C) explain how participation in the democratic process reflects our national identity.

(19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A) describe qualities of effective leadership;

(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

(D) use the process of historical inquiry to research, interpret, and use multiple sources of evidence;

(E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;

(F) identify bias in written, oral, and visual material;

(G) support a point of view on a social studies issue or event; and

(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) use standard grammar, spelling, sentence structure, and punctuation;

(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and

(D) create written, oral, and visual presentations of social studies information.

(26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision 
   
 

Tools

Tools:

The lesson requires the use of a computer with Internet access, and programs such as MS Excel or Access and Powerpoint. All other computer peripherals will be needed for collaboration and research.  TV's, DVD players  and digital camera equipment may be needed to conduct research and interviews to prove and defend commitees decisions.  Students will need multimedia projectors, screens, or any tools they choose to use for presentations.

 

 

Systems of Assessment

Assessments:

Students will be assessed in various ways and at several point in the project.

Rubric Assessment: Each student will evaluate the other groups based of a teacher created.  They will evaluate the presentation, and the website or wiki that was created. They will be assessed on content, layout, writing and graphics.  They will rate each group on there overall defense of each groups decision.

Peer Observation: Students will discuss the importance of team work and collaboration.  They will discuss benefits and pitfalls of teamwork.  Students will provide feedback to peers on overall performance in a group setting.

Presentation- Students will be assessed on how well they present their presentation.

Learning Environment

Environment: The students will work in groups of 4 to 5 on their project daily until the project is complete.  The whole project should last at least one six weeks.  The research and activities will take place in the classroom, library, and in the computer lab.

 

 

 

 

 

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