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BETH LANG: ELECTING THE PRESIDENT Activity Overview Questions Pre-viewing Questions 1. How appropriate do you think it is for a social studies teacher to deal with politics with 3rd graders? What would be the advantages/disadvantages of such a class with this group age? 2. Think back on your social classes. Were you ever involved in a class in which you were required to elect a president of any sort? What was the teacher-student interaction in this class? How about the student-student interaction? How did this class affect your learning? 3. Assume the position of a teacher. If you were to teach about politics and political systems to elementary school students, what methods would you use to gain your students’ attention, keeping in mind that 10 year-old students are not very interested in politics? Postviewing Questions 1. What is Lang’s purpose in this lesson? How did she work with her students in order to accomplish this purpose? 2. Why was music involved in this project? 3. Lang assesses her students for the writing of their speeches as well as their speaking skills. She gives each student a rubric. Have a look at it as it appears on her lesson plan (http://www.intime.uni.edu/lessons/034ksle/default.htm). Would you add or delete something from it? Teacher Interview Questions Pre-viewing Activities 1. Think back to your school experiences. How motivated were you to learn about politics in school? What activities did your teacher use to motivate you to learn more about politics and political parties? How did this enhance your learning? 2. Assume the role of a teacher. If you were to teach a unit on the US Government, what would you choose to talk about? In which way would you motivate your students to actively participate in the lesson? 3. Given the present circumstances, how would you, as a teacher, prepare and teach a lesson on terrorism? Would you consider 3rd graders prepared to engage in such a lesson? Explain. Post-viewing Questions 1. What are the steps followed by Lang’s students in their election of a president? If you were to teach this class, would you encourage your students to follow other steps, if so, which ones? 2. One of Lang’s goals for the lesson, as stated in the video, is to help her students know the qualifications someone ahs to have to be President. Brainstorm a few other qualifications you think someone needs in order to be the President of the United States. 3. How were Lang’s students actively involved in the process of electing the president? How did Lang help her students show their strengths in different areas? Learning Questions Pre-viewing Questions 1. Define, in your own words, flexible thinking. What are the consequences of inflexible thinking in a democratic class environment? 2. According to Ewell’s definition: “the learner is not a receptacle of knowledge, but rather creates his/her learning actively and uniquely:. Comment upon his definition, keeping in mind that one of the dominant instructional models still continues to be lecture. 3. What is the role of feedback in the process of learning? Which of the two types of feedback (corrective or supportive) you believe has a greater impact upon learning? Post-viewing Questions 1. Lang’s students demonstrate the ability to make Patterns and Connections (http://www.imtime.uni.edu/model/learning/patt.html) as they plan their candidate profiles. How do they display flexible thinking? What situations make it possible for them to engage in flexible thinking? 2. How do the students demonstrate Active Involvement (http://www.intime.uni.edu/model/learning/acti.html) in this lesson? Give specific examples that reflect their participation and creativity in the class. 3. The challenging problem of running a campaign motivates the students to engage in the learning activities. How do they gain Direct Experience (http://www.intime.uni.edu/model/learning/dire.html) while engaged in this process? How does direct experience enhance student learning in this class? Information Processing Questions Pre-viewing Questions 1. Review the Evaluation Stage (http://www.intime.uni.edu/model/information/eval.html) of Information processing. When you were in school, did your teachers encourage you to evaluate each other? How did this affect your learning? 2. Describe how you, as a teacher, could guide your students through the Communication Stage (http://www.intime.uni.edu/model/information/comm.html) of Information Processing while working on a project about the US president. 3. As a teacher, what are some techniques and methods you will use to give your students “real world experiences” in and out of the classroom? How will these experiences impact student learning? Explain. 4. Think back o your school experiences. How did your teachers guide you and your mates to give positive feedback to one another’s work? How important was for you, as students, to receive compliment about your work from your peers? Postviewing Questions 1. The students demonstrate the Presearch Stage (http://www.intime.uni.edu/model/information/pres.html) of Information Processing by brainstorming a list of things people might want to know about their candidates. How would they use this information? 2. Review and explain the checklist of Observable Behaviors for the Evaluation Stage of Information processing. Describe how this stage was incorporated in the lesson. 3. Describe various ways Lang guided her students through the Communication Stage of Information Processing. Content Standards Questions Pre-viewing Questions 1. Read and familiarize yourself with the National Standards for Civics and Government k-14 (http://www.civiced.org/k4toc.htm). Select one of the five sets of questions. How would you prepare a lesson on Government, based on the answers to those questions? 2. In your own words, what are the roles of a citizen in the American society? 3. Assume the position of a teacher. Imagine you are teaching a unit on president election. How would you guide your students in becoming informed voters? What steps would they need to follow in order to be informed voters? Post-viewing Questions 1. Land integrates into her class Social Standard x for Early Grades, d (http://www.intime.uni.edu/model/content/soci.html). What does this standard address? What aspects in the lesson made possible the integration of this standard in the lesson? 2. What learning activity incorporates English Language Arts Standard Number 6 (http://www.intime.uni.edu/model/content/lang.html)? What does this standard require? 3. The Hyper Studio presentations also address English Language Arts Standard Number 4 (http://www.intime.uni.edu/model/content/lang.html). How do the students adjust their use of spoken, written and visual language to communicate effectively with a variety of audiences for different purposes? Democracy Questions Pre-viewing Questions 1.
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