Grade 6: Changes Over Time: The Ethics of Selling History Lesson Seed: 2

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.

Text(s):

Focus Standards

RI3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI7 Integrate information presented in difference media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

W1 Write arguments to support claims with clear reasons and relevant evidence.

W4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W9 Draw evidence from literary or informational texts to support analysis, reflection, and research

W10 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.

SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Student Outcomes/Suggested Instructional Activities

·  Introduce the concept of “preservation/conservation” to students. Have them consider the question: “Do we preserve/conserve objects, animals, historical sites, etc. now or later?”

·  Share with students several articles—opinions and arguments. Have students identify the topic of each article and decide whether it is an argument or an opinion. Have students begin to identify the differences between the opinions and the arguments.

·  For arguments and opinions look at the website http://debatepedia.idebate.org/en/index.php/Welcome_to_Debatepedia!

o  A search of zoos and/or endangered animals will bring up an extensive list of pros and cons on the topic.

·  Develop a Venn Diagram or similar graphic organizer to introduce students to the differences between an argument and an opinion.

Opinion/Persuasion / Both / Argument
without supporting evidence
based on instinct
appeals to the senses
contains reasons based on personal experience only / point of view / with supporting evidence
based on research
contains facts and details
statistics
testimonials

·  Show clips/pictures of historical sites both around the world and locally, sports memorabilia, historical artifacts ask students to identify the locations and/or artifacts.

·  Have students respond to the following questions in their journals:

Should these be preserved/conserved for future generations?

Should the public have access to these places/items?

Who should make the decisions about access to these places/items?

R/ELA.MSDE.05/07/2012