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 Social Studies Room 550 …  =Welcome to eighth grade social studies Room 550:= =Three student-centered lesson plans following the NTeQ model of technology integration.= ===Note: Some content can be edited by teachers, some by both teachers and students, and some only by Wikimaster Cole.=== ===

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several English Learners in the group.
Meet the students in this group: [|550 EL group Cole.doc]

FOR TEACHERS: Here is a sample lesson for this group: [|550 group 1 lesson cole .doc]

FOR STUDENTS: You will receive a paper handout in class with instructions for your projects. Keep this in your spiral notebook.

Here are links which will support the multimedia elements of your group assignment: After our homework review and discussion, complete this reading puzzle on line. It will help familiarize you with the preamble: [|Preamble Scramble for Lesson 2]

After watching some sample projects and investigating which multimedia skills your group members ALREADY have, complete 8-12 index cards to be used as your storyboard graphic organizer. There are some samples on the wall. Each group member should have at least two cards. Using either of the above links, divide the Preamble into 8-12 chunks. Each group member records her chunks onto the back of the cards. Draw and label a picture that shows what visual and audio will accompany that part of your multimedia project. (You may also choose to use Powerpoint or Keynote to do this same work. Give it a try if someone in your group has some familiarity with those tools.)

Each card now has a portion of the preamble's words on the back. Shuffle them. Can you sequence them again from memory? Show your teacher the properly sequenced storyboard and get approval to start filming or working with your media tools. Here is the rubric you and your classmates will use to assess each group's project: [|Multimedia Rubric.doc]

Tools and samples:
Here is an example of a video project by a student who includes the words of the preamble, but uses a rap to comment upon specific parts of the preamble: [|Sample Preamble Video] How effective are the visuals he uses to reinforce the words from the rap? How would you improve them?

Here is an example of a video project by students using music and dance to help memorize the preamble: [|Preamble with Student Dance] What elements did these girls add which makes their video more informative? [|Using Graphics in Your Video Sample] These students use a popular song to share the preamble well. What makes their song effective in meeting the goals found in the rubric? [|Preamble Student Song]

Here is a link on editing a video on a PC: [|Editing with Windows Site] Editing a video on a Mac: [|Movie Editing on a Mac]

Here is the link to Blabberize if you want to use that product to create a presentation that helps memorize the preamble: [|Blabberize link] Here is a sample student project using Blabberize: [|Example of Preamble with Blabberize]

Here is a link for help using Screencast, Screenr Video, Jing and Quicktime: [|Screenr, Screencast, Jing, Quicktime Help] Here is a fine example of the preamble created with stop action animation. This is time consuming and you should not choose this format without consultation with your teacher! [|Preamble Stop Action]

Here is a link to Kerpoof animation, better than Animoto: [|Kerpoof Animation Site]

Prepare for the quiz on the Declaration by playing games and taking the self-scoring quizzes found here: [|Declaration Quiz Prep] Play this vocabulary game as well: [|Declaration Vocabulary Game]

===Group 2: Students with at-grade-level English reading and writing fluency students, and many collaborative learners in the group.=== Meet the students in this group: [|550 at level group Cole.doc] FOR TEACHERS: Here is a sample lesson for this group: [|550 group 2 lesson cole.doc]

FOR STUDENTS: Your homework reading comprehension questions are due for the interactive reading text found here: [|Interactive Constitution]

After we have taken a group tour of the Constitution in the back of your books in class, work with your partners to complete a graphic organizer that will act as a "table of contents" for you to use in a later lesson.

Here is a copy of the first graphic organizer which you will complete before researching alternative formats: [|Constitution Graphic Organizer word.doc]

You will receive a paper copy to complete in class. If you would like to work on a keyboard, you can upload this doc as

to you Google Doc files and enter the information electronically. Use the textbooks' glossary of terms as necessary, talk out loud with partners to discuss ways to understand and summarize sections of the document, and ask for some help from me when your group is stuck!

Part two of this lesson requires your group to research, analyze and recommend a second graphic organizer format that effectively matches the structure of the US Constitution. You will share both your new graphic organizer recommendations on the activeboard for classmates to review, so copy and store your recommended graphic organizer format in your files.

When you are done, play this game about the branches of government: [|Branches of Government Lesson 3 Game]

===Group 3: GATE students with advanced English reading and writing fluency levels and self-regulated learners.===

Meet the students in this group: [|550 GATE group Cole.doc] FOR TEACHERS: Here is a sample lesson for this group: [|550 group 3 lesson cole.doc]

FOR STUDENTS: Use this link to open the Google Spreadsheet graphic organizer. Rename it, with your own name included, in your own Google Doc files. Research the internet using your netbooks and choose a trustworthy source for transcripts of the Declaration of Independence and the US Constitution. Keep both open in separate tabs as you complete the matrix for the abuses(s) you have been assigned. When done, save your Doc and share it with the instructor for assessment. [|Link to "Linking" Graphic Organizer]

This interactive site could really help, check it out: [|Group 3 Support Interactive Constitution]

When you have completed your "Linking" graphic organizer, brainstorm a multimedia format which will allow you to effectively teach classmates the specific locations in the Constitution where complaints listed in the Declaration are remedied. Do not limit yourself to the following support sites; you may find your own paths!

Tools and samples:
Here is an example of a video project by a student who includes the words of the preamble, but uses a rap to comment upon specific parts of the preamble: [|Sample Preamble Video] How effective are the visuals he uses to reinforce the words from the rap? How would you improve them?

Here is an example of a video project by students using music and dance to help memorize the preamble: [|Preamble with Student Dance] What elements did these girls add which makes their video more informative? [|Using Graphics in Your Video Sample] These students use a popular song to share the preamble well. What makes their song effective in meeting the goals found in the rubric? [|Preamble Student Song]

Here is a link on editing a video on a PC: [|Editing with Windows Site] Editing a video on a Mac: [|Movie Editing on a Mac]

Here is the link to Blabberize if you want to use that product to create a presentation that helps memorize the preamble: [|Blabberize link] Here is a sample student project using Blabberize: [|Example of Preamble with Blabberize]

Here is a link for help using Screencast, Screenr Video, Jing and Quicktime: [|Screenr, Screencast, Jing, Quicktime Help] Here is a fine example of the preamble created with stop action animation. This is time consuming and you should not choose this format without consultation with your teacher! [|Preamble Stop Action]

Here is a link to Kerpoof animation, better than Animoto: [|Kerpoof Animation Site]

Prepare for the quiz on the Declaration by playing games and taking the self-scoring quizzes found here: [|Declaration Quiz Prep] Play this vocabulary game as well: [|Declaration Vocabulary Game]

If you need a break or if part of your group is busy with something else, play this game and record your score in your journal: [|Do I Have the Right? Game] Or, you can ALL pass level one, but who can pass level two? [|Bill of Rights Challenge Game]

ICT REQUIREMENTS FOR STUDENTS IN ROOM 550
While you are in Room 550, you will varyingly employ the following information technology tools: netbooks, laptops, digital cameras, microphones, iPods, iPads, smartboards, dlp projectors, PCs, scanners, printers and even your cellphones if they have cameras. Of course, you will not be using any of these if you and your parent/ guardian do not sign and return our Acceptable Use Policy.

STUDENT RECOMMENDED RESOURCES:
Students can add written documents, images, audio and video links in this section of the wiki. Remember that your name will be attached to any information you share in this area! Please be an accountable digital citizen. Provide a brief annotation of the material you add.


 * This is is a music video about the Declaration with adult actors: [|Lucas M's youtube link]
 * This is a fun game where your avatar is a lawyer who defends clients from the government: [|Sally D's iCivics Game Link]
 * This lawyer game was harder, but my older brother plays it: [|Maria's Brother's Lawyer Game]
 * This multi-player game is like Civilization, but in the Colonies: [|Juan's Multi-player Game Link]
 * This game was pretty slow, but I thought I would add it in case you are (really) bored: [|Annie's Colonial Bored Game]
 * This game had a silly pirate which made the questions fun. [|Han's Pirates Preamble Game]

BIBLIOGRAPHY: RESOURCES IN ROOM 550
Only teachers can add to this resource list. Here are some of their suggestions for materials that can support your work:

=//The Declaration of Independence// by Sam Fink. Sneak a peek:= [|Take a look inside this book] "Mr Fink has taken the document apart, dividing it into short, more easily understood phrases. Each two-page spread features one beautifully, hand lettered phrase, accompanied by a clever and engaging illustration of its meaning." If you find our reading assignments hard, this is the book for you.
 * Picture Books**

Here is a poem by JG Whittier which shows not all white Americans ignored the issue of racial hypocrisy in the Declaration and Constitution: [|Copy of Our Countrymen in Chains]
 * A Poem**

Recruitment Poster for Continental Soldiers to Serve in the American Revolution [|Link to poster thumnail]
 * Environmental Print**


 * Timelines for this unit**: [|Declaration Timeline]

Here is a wiki umbrella site for history students: A History Student Wiki Filled with Links Here is a great interactive site to help you read the Constitution: [|Interactive Constitution]
 * Interactive websites**:

Some materials to share with teachers and parents
Parents: this link provides a helpful 20 minute lecture you can view with your children to help study for the first semester final: [|First Semester Final Overview] Here are two sites which help think about and develop social studies fluency: [|History Fluency: Historicalthinker] [|History Fluency: Thinking Matters]

===Reference page of sources guiding instructional practice in Room 550:[|Reference Page.doc]===