Lesson 1 (Monday)
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into
TC tells 2 stories, 1 of a daughter who’s ideals were different from her father’s, and another of a father and son who had friction at first over aspirations until the son eventually followed his father’s wishes. CT then reveals the 1st story to be about Angelina Jolie and Jon Voigt and the 2nd about George H. W. Bush and George W. Bush. (5 minutes)
B. Instruction/Through
TC shows “Civics Family Tree” for the Bush family on the overhead, explaining that what they learned about family genealogy in US History can be used as a backdrop for civics. (5 minutes)
C. Guided Practice/Through
TC passes out Famous Family Tree worksheet with Bush and Voigt family tree on front side. While Bush family is complete with names, dates, civic climate, and political affiliation, the Voigt family is missing many parts. Using a “home made” family tree, and an online database shown on the projector and listening to interviews of Jon Voigt and Angelina Jolie, the CT models how to complete the Civics Family Tree. (10 minutes)
D. Independent Practice/Through
CT assigns students to groups of 4 then explains that each group will be given a different famous family to investigate and create a Civics Family Tree for on the back of the worksheet. TC passes out resources (“home made” family tree and written interview), monitors progress, and allows each group 5 minutes at 1 of the 2 class computers. (25 minutes)
E. Closure
TC asks each group to present their findings to the class with one version of the Civics Family Tree shown on the overhead. CT initiates discussion about general trends. (15 minutes)
F. Beyond
TC explains that students will begin their own Civics Family Tree and reviews best practices for researching data and interviewing family members, and asks them to begin writing down what they know about their ancestral civic history. (7 minutes)
Lesson 2 (Friday)
10. INSTRUCTIONAL STRATEGIES ----[class meets in computer lab]
A. Anticipatory Set/Into
TC collects Personal Civics Reflection final drafts, CT explains the power of social media as a tool to advocate beliefs.
B. Instruction/Through
TC explains that the “Take a Stance” Social Media Project involves taking one of the issues or stances that students outlined in their Personal Civics Reflection and advocating for it via social media.
C. Guided Practice/Through
CT uses overhead projector to model appropriate netiquette in posting or responding to civics related issues.
D. Independent Practice/Through
TC and CT monitor computer use as students independently work on the “Take a Stance” Social Media Project.
E. Closure
CT and TC field questions / starts a conversation about the “Take a Stance” Social Media Project.
F. Beyond
TC and CT preview next week’s unit on Interest Groups.
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