Unit Plan Template s24

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Lesson Plan Template

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Lesson Author
First and Last Name / Michele Otte
School Name / Kiel High School
Class/Grade Level / 9-12
Unit of Study / History of Contemporary Problems
Lesson Overview
Lesson Title
Utilizing Technology for Debates
Unit Summary
Students will use Google Docs to write their speech and create a visual aid in Google Slideshow. Students will research topics from Peter Pappas’ Great Debates in American History as well as other websites. Students will then debate their chosen topic in class.
Subject Area
Social Studies
21st Century Skill(s)
Students will utilize different applications that they have not used before including Google Docs, Google Slideshow and Delicious.
Approximate Time Needed
3 90-minute blocks
From a Unit Plan or Curriculum Area
Targeted Content Standards and Benchmarks
B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion
B.12.4 Assess the validity of different interpretations of significant historical events
B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments
B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States
21st Century Student Objectives/Learning Outcomes
Enter one or more 21st Century Skills that will be assessed by the end of the lesson.
Curriculum-Framing Questions
Essential Question / How can we use primary and secondary resources to show different perspectives on historical debates?
Unit Questions / What examples from history could we show that challenge this debate?
What examples from history could we show that support this debate?
Lesson Content Questions / Varies with debate
q Example: How Powerful Should the National Government Be?
Assessment Plan
Assessment Timeline
Before project work begins / Students work on projects and complete tasks / After project work is completed
· Students practice with examples of primary vs. secondary resources, fact vs. opinion, bias vs. reason and reviewing an author’s credentials. / · Students are given the grading rubrics of all work ahead of time.
· Discuss proper, simple debate format. / · Students do their skills worksheet and brief (outline) and turn in ahead of time to get feedback. / · Students use Google Docs and Slideshow to complete the requirements of the debate. / · Students evaluate their peers on their performance of the debate as well as assess themselves. / · Students are assessed by me as well.
Assessment Summary
Students evaluate news articles in which they are to determine the viewpoint of the author, research the source and the author, and discuss how they show their opinion in the article. This is a reference point for when we are talking about the bias within their debates. Students get feedback on their Debate Skills Worksheet, which includes a brief or outline of their debate. This allows for the students to reflect on what they have done and make changes in their final debate before that happens. Students are assessed on the outlines, the final presentations, the final speech and on the article evaluations. I have grading rubrics that are set up for each one of these items and I hand these out the very first week of class so the students are aware what they will be graded on as well as how they will be graded.
Lesson Details
Prerequisite Skills
The students must have a basic knowledge of how to use a computer, read, comprehend what they read and be able to analyze the information.
Instructional Procedures
Students choose a debate topic. They are given an example of the chosen topic from history using Peter Pappas’ Great Debates in American History. They students read the samples and answer comprehension and critical thinking questions on the pieces they read. This worksheet turned in and graded by the teacher. Students then research other examples in history that are similar to these arguments. These become the foundation of their debate. When they have researched they categorize the research into 3 groups. These become the three main topics of their debates. Students meet as debate groups and decide what the three sub-topics will be and then begin writing their skills worksheet in which they outline their arguments. This too is turned in and graded by me. I provide them with feedback and they begin writing their speeches and creating their slideshows. Students then present their speeches and slideshows to their peers who assess them as well as the teacher.
Accommodations for Differentiated Instruction
Special Needs Students / More time when needed.
Nonnative Speakers / This is a great opportunity to practice!!
Gifted/Talented Students / Choice in debates
Materials and Resources Required For Lesson

Technology – Hardware (Click boxes of all equipment needed)

Intel® Teach Program

Essentials Course

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other Google Docs and Slideshow
Other Delicious

Intel® Teach Program

Essentials Course

Printed Materials / None
Supplies / Copies of all rubrics and topic references
Internet Resources / Peter Pappas’ Great Debates in American History
Other Resources / None

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