Grade 6: Changes Over Time – The Ethics of Selling History Lesson Seed: 10
Lesson Seed Prototype
Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds it is crucial that a teacher considers Universal Design for Learning and the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessments will inform a teacher’s instructional pacing and delivery.
Materials and/or Text(s):
· “The Fun They Had” by Isaac Asimov (This text can be located at the following web sites: http://www.kunaschools.org/staff/KunaMiddleSchool/Fahrner_Terri/Documents/TheFunTheyHad0001.pdf, http://users.aber.ac.uk/dgc/funtheyhad.html, or http://transformingclassrooms.pbworks.com/f/thefuntheyhad.pdf)
· Articles about the pros/cons of online learning. Consider the following:
o “Online Classes Can Increase Learning” (Pro-online learning -This article can be found at http://business.highbeam.com/436164/article-1G1-177018823/welcome-cyber-classroom but also requires free trial registration for access.),
o “Online Classes Should Be Used Moderately” (Weighs both pros and cons. This article can be found at http://ic.galegroup.com/ic/ovic/ViewpointsDetailsPage/ViewpointsDetailsWindow?displayGroupName=Viewpoints&disableHighlighting=true&prodId=OVIC&action=2&catId=&documentId=GALE%7CEJ3010553209&userGroupName=rock11258&jsid=c9ed26417d66fa4f85c0ce4f4d77cdf4 )
Standards
RI.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
RL.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Student Outcomes/Suggested Instructional Activities
· Engage students in a brief discussion of how current classrooms have evolved since the time that they were in kindergarten. Have students point out objects and/or technology within the classroom as evidence to support their ideas. Create a list of classroom objects that represent “old school” vs. “new school.” (This could be an oral and seated discussion or an interactive scavenger hunt of objects.)
· Have students respond to the question: “Is all progress good?” as an opening discussion or journal/quickwrite. Students should be encouraged to use reasoning and ideas from their own experiences and their understanding of the text “The Fun They Had” to support their position.
· Introduce the selected article about online learning. Utilize an appropriate shared or independent reading strategy to engage students in reading the article.
· Ask students to consider whether Margie would agree or disagree with the ideas presented in the article and use evidence from both the story and the article to justify why/why not.
· Revisit the classroom objects that represent “old school” and “new school.” Direct students to select one object from the list that should be included in a museum exhibit about classrooms of the 21st century and compose a brief argument justifying their selection. As part of their writing, have students consider which list they chose from and why.
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