Teacher's+Domain

teachers domain link

Supporting documentation links for teachers domain site: technology guide intro to teachers domain using domain in the classroom using folders and grooups in domain

John Marshall link/ teacher's domain

John Marshall discussion question: Why did state leaders feel threatened by a national bank? I wouldn't use this in the classroom, but the question of state's vs. fed rights interests me because of how complex the issue can be.

The following links are to videos and resources about deforestation. Use in conjunction with Amazon Rainforest unit. deforestation in Bolivia - includes satellite photos that could be used as a unit opener as an "I see, It means"

rainforest destruction - includes causes of deforestation that could supplement the Amazon land use debate between ranchers, natives, tree tappers, loggers, environmentalists, and settlers

amazon film and worksheet link civil rights timeline/ teacher's domain Frame: For the age level I teach (11 yrs), a simple KWL chart (what I know/ what I want to know/ what I've learned) would serve as an intro to the timeline. I would show the timeline around MLK Day, because I frame some geography lessons through the like qualities of MLK, Gandhi, and Nelson Mandela. Around that same time my ELA colleague reads "Watsons Go To Birmingham" (a young learners novel about the civil rights movement in America) with them, and our guidance councillor talks with the kids because he actually went on some marches with MLK.

Focus: During the reading of the aforementioned book, the timeline would be used to further the student's understanding of all the events mentioned in the book: busing/Rosa Parks/segregation in schools/Birmingham riots/general strikes/march on Washington

Follow Up: The timeline would help students organize research for a writing assignment or perhaps a poster- summarizing that period of time.

Lesson On the Fly: Civil Rights Frame: As an opener, I would ask the students to fill out a KWL chart about the civil rights movement, then I would show them Living conditions of African-Americans before civil rights movement. After viewing, they would fill out an I See, It Means using the 5 senses (I Hear, I See,etc) as if they were a young African-American at that time. Focus: The students will read "Watsons go to Birmingham" and discussion questions would focus on children of that time and the differences in education policies and laws. Students would be shown mexico city ubd from June 2013 and would make predictions of the outcome (would the fight for equal education be won immediately? were there other cases? etc). After discussing their predictions, students would watch the aftermath of Brown. Follow Up: Students will review the Civil rights Timeline and create a project (poster, powerpoint, slideshow,etc) of their choice.

Lesson plan: Civil rights during WWII could be adapted as a precurser to the above lesson on the fly. My ELA colleague reads "Number the Stars" with the students as I go over the mapping of Europe. A micro unit on US Japanese Internment camps is also included.



__**Mexico City ubd**__