Immigration

Report as inappropriate Your report has been received

Shared by: sofiaie

Tags

United States, immigration reform, illegal immigrants, immigration laws, Immigration Law, Immigration Attorney, Green Card, immigration lawyers, Immigration Lawyer, immigration system

Stats

views:: 80
posted:: 3/22/2010
language:: English
pages:: 32

Public Domain

Document Sample

San Francisco Earthquake of 1906
An Integrated Knowledge Quest
for 8th Grade
Social Studies and Science

DN-0053564, Chicago Daily News www.chinatown-bus.org/
negatives collection, Chicago
Designed by: Historical Society

Kathie Powell May 13, 2006
kpowell@gunnisonschools.net
Gunnison Community School
www.gunnisonschools.net

Intro Task Process Evaluation Conclusion Credits Teacher Screens
Directions for Students
 Click once OR press the space key to advance to
the next slide
 Press the backspace key to go back one slide

 Use the buttons at the bottom of each slide to go
back and review any steps AFTER you have gone
through all slides individually.

 Follow the directions on each slide

Intro Task Process Evaluation Conclusion Credits Teacher Screens
Introduction for Students
What does the past tell us about the
future?
 One hundred years ago, San Francisco suffered a
great tragedy – a 7.7 magnitude earthquake! If
you look at the city today, you will find we’ve
learned some lessons, yet you will find evidence
of lessons yet to learn.
 Some of the questions you will explore are: How
does the geology of the area contribute to the
way buildings are constructed today? Are we
doing enough to prevent another great tragedy?

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Task for Students…
You will work as a team of 4 students. You
will be assigned a role as a group of city
managers to assess critically if the building
codes for the city are adequate to prevent
another tragedy such as the one that
happened in 1906.
Your team will look at the history of the
quake, the geology of the area, and the
current building codes the city has in place.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
…The Task for Students …
You will need to research the history of this
particular area (both from the social aspect
and the geological aspects) and outline how
the two are related. From this research,
you and your group will be creating an
analysis concerning the building codes. Are
they adequate if another large earthquake
would happen? What emergency plans are
in effect in case of another earthquake?
What recommendations would you make to
the mayor and city council on changes you
might make?

Intro Task Process Evaluation Conclusion Credits Teacher Screens
…The Task for Students
 Finally, your group will be giving a presentation
to the City Council on your recommendations.
 Your presentation can take many forms. You can
choose to create:
– A Power Point presentation.
– A newsletter or brochure to be distributed to
the City Council.
– A position paper giving the background and
facts, and your position on the issue.
– Other products with teacher permission.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Process for Students
Explain project and
go over the Assign groups; The historian and
requirements and each group bibliographer work together
evaluation rubric. decides on the to gather data about the
role of each history and social impact of
member. the earthquake.
These two pairs get
together daily to share
The geologist and information.
Students bibliographer work together
complete the to gather scientific data
Visual Ranking about how the earthquake
pre- affects buildings and
assessment. structures.

Using information from these
worksheets and other data gathered
After initial research is from the research, students come
completed, students work on back together to complete the final
completing the Venn diagrams Final presentation
project. Before the final project work,
and the cause and effect given to the city
students will complete the Showing
worksheet. During this time, council.
Evidence tool to help gather
students visit the Seeing Reason information. The final project is a
Tools and work on casual maps. presentation to the city council given
in the format of the group’s own
choice.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Process for Students
1. You will be assigned to work in a group
of 4. Each team member will be
assigned a role.
a. Historian – This member will be responsible for
looking at the history of the 1906 quake. He or she
will also be responsible for gathering photos or
other documents to use in the presentation.
b. Geologist – This member will be responsible for
gathering information about the geology of the area
and creating any graphs or charts that may be
needed for the presentation.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Process for Students
c. Historian Bibliographer – This member will
be responsible for compiling the
bibliography of web sites visited by the
historian and other sources used for the
final product and for keeping the group
members on task.
d. Geological Bibliographer - This member
will be responsible for compiling the
bibliography of web sites visited by the
geologist and other sources used for the
final product and for keeping the group
members on task.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Process for Students
2. Once you’ve chosen your role, with your group,
complete the Visual Ranking tool.
3. Now, you will need to use the on-line resources
listed to begin your research. Use both primary
and secondary sources.
– You will find your resources at www.ikeepbookmarks.
– Click on the folder labeled “The 1906 San Francisco
Earthquake.” Inside this folder are two more folders:
one on geology and one on the history and social
impact of the quake. Depending on your role, you will
primarily use one of the folders.
– Your group should take the time to look at the footage
of the aftermath of the 1906 quake.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Process for Students
– The bibliographers will need to work closely
with either the historian or geologist to
determine what resources were actually
used. The bibliographer for each group can
also help in the gathering of data to use for
your final presentation.
– In looking at the websites, your group will
need to fill out at least one primary source
analysis sheet for each website you use. Only
fill out a sheet for one item from the website
– not all the items you may use!

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Process for Students
4. As you use the on-line resources, be sure to
collect important facts to use in your final
presentation. Use the graphic organizers to
help you compare 1906 with 2006. You are
looking for what happened in the past to help
guide or change the way the city is today.
a) Historian Graphic Organizer
b) Geologist Graphic Organizer
5. After initial research, go to the Seeing Reason
site and begin creating a casual map.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
The Process for Students
6. As you and your partner are researching
the quake and its effects, fill in the cause
and effect graphic organizer.
7. Go to the Seeing Reason site and work
on your casual map.
8. Collect all your data, get back together
with your group of 4, and decide how
you will be presenting your findings to
the City Council.
9. Go to the Showing Evidence tool to get
your evidence in order.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
Evaluation for Students
 Your grade will be based on your
presentation to the City Council
members. You will present your
historical findings and how they
relate to the current building and
development practices today.

 Click the link for the Evaluation Rubric
document.

Intro Task Process Evaluation Conclusion Credits Teacher Screens
Conclusion for Students
 So…
– Have we learned from the past to
guide the future?
 In this unit, you’ve learned about
the history of the earthquake.
You’ve also learned some
information about earthquakes. Is
there a way to prevent another
disaster such as the 1906
earthquake from happening again?
Intro Task Process Evaluation Conclusion Credits Teacher Screens
Credits & References
 Template created 2005 by An Adventure of the American
Mind – Colorado. Based on a template from The
WebQuest Page and a PowerPoint project created by
Sandy Breed, Library Information Specialist at Golden
High School, Golden, CO.
 Photographs:
– Photographs from The Chicago Daily News 1902 – 1933;
Library of Congress American Memory; May 7, 2006;
http://memory.loc.gov/cgi-
bin/query/D?cdn:1:./temp/~ammem_C4lK::
– May 7, 2006; http://www.chinatown-bus.org/

Intro Task Process Evaluation Conclusion Credits Teacher Screens
Teacher Pages
San Francisco Earthquake of 1906
An Integrated Knowledge Quest
for 8th Grade
Social Studies and Science

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Directions
 Click once OR press the space key to advance to
the next slide
 Press the backspace key to go back one slide

 Use the buttons at the bottom of each slide to go
back and review any steps AFTER you have gone
through all slides individually.

 Follow the directions on each slide

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Introduction
 This lesson was completed as a requirement for the
on-line class, An Adventure of the American Mind
through Metropolitan State College of Denver. This
project helps teachers use the Library of Congress
website and primary sources in their teaching.

 This lesson is an integrated lesson of the history and
geology of the 1906 San Francisco Earthquake.
Students take a critical look at the earthquake, the
current practices of San Francisco in relation to
earthquakes and decide if we’ve learned anything to
prevent another disaster when the next earthquake
hits. Rationale: This lesson is an excellent way for
students to use critical thinking skills in the
classroom.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
About Your Learners
 This lesson is anchored in eighth grade social studies and
involves science as well. With extra guidance, this lesson
would work well with sixth and seventh grade students. It
is also appropriate for high school students.

 Before beginning the lesson, students should be familiar
with gleaning data from the Internet. Some students may
need extra guidance in finding the most important
information needed for the presentation. Students also
need to know how to cite resources from the Internet.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Learning Standards…
Social Studies
This project adheres to the following Colorado State
Standards in social studies.
1. Students understand the chronological
organization of history and know how to organize
events and people into major eras to identify and
to explain historical relationships.
2. Students know how to use the processes and
resources of historical inquiry.
3. Students understand that societies are diverse
and have changed over time.
4. Students understand how science, technology,
and economic activity have developed, changed,
and affected societies throughout history.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Learning Standards…
Science
This project adheres to the following Colorado State
Standards in science.

1. Earth and Space Science: Students know and
understand the processes and interactions of the
Earth’s systems and the structure and dynamics
of Earth and other objects in space.

2. Students know and understand
interrelationships among science, technology,
and human activity and how they can affect the
world.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
…Learning Standards
 This lesson also teaches students
some critical thinking skills. Cause
and effect, inference, creative
problem solving, and teamwork are
also taught in this lesson.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
The Process
 This lesson will take approximately
four to six weeks.
 There are pre-assessment tools,
assessment tools to use during the
unit, and post-assessment tools
built into the unit.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
The Process
 Students will be working in groups of
four. The four will break into pairs and
will complete their research.
 During the final two weeks, the two pairs
must come together to plan the final
presentation.
 It may be easy for the pairs to lose track
of each other. Therefore, make sure to
include some time each day for the
group of four to meet and to review how
their research is coming so that they are
all informed of the daily progress.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Explain project and
The Process
go over the Assign groups; The historian and
requirements and each group bibliographer work together
evaluation rubric. decides on the to gather data about the
role of each history and social impact of
member. the earthquake.
These two pairs get
together daily to share
The geologist and information.
Students bibliographer work together
complete the to gather scientific data
Visual Ranking about how the earthquake
pre- affects buildings and
assessment. structures.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Resources Needed
 In order to implement this lesson, you will
need:
– Scheduled lab time in the library or computer
lab.
– Computers should have Microsoft Office with
Word and Power Point. Publisher may be
needed if students choose to complete a
brochure or newsletter.
– Computers need Windows Media Player to
view the films and listen to the radio clips.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Resources Needed
 Many of the resources can be found
on the Library of Congress website.

 Also, the resources the students
need are all bookmarked on
www.ikeepbookmarks.com.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Resources Needed
 This lesson can be done in the social
studies classroom.
– To create an integrated unit, work with the earth
science teacher.
– A field trip to a city council meeting would be a
great introduction to the final project. In this
way, students would be able to see first hand
how town meetings are conducted.
– For the presentations to be authentic, form a
group of local business people (or city council
members) to come in and evaluate the
presentations by the students.
Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Evaluation
 Students will be evaluated on their
final presentations to the city council
members. Other evaluations can be
included to keep students on task if
needed.
 Click the link for the Evaluation
Rubric document.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Conclusion
 Students will gain a large amount of
historical insight and background on the San
Francisco Earthquake. They will learn about
the different types of earthquakes and
faults. They will use critical thinking skills
to evaluate what is currently being done to
prevent another disaster and whether or not
the current practices are adequate.

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens
Credits & References
 Template created 2005 by An Adventure of the American
Mind – Colorado. Based on a template from The
WebQuest Page and a PowerPoint project created by
Sandy Breed, Library Information Specialist at Golden
High School, Golden, CO.
 Photographs:
– Photographs from The Chicago Daily News 1902 – 1933;
Library of Congress American Memory; May 7, 2006;
http://memory.loc.gov/cgi-
bin/query/D?cdn:1:./temp/~ammem_C4lK::
– May 7, 2006; http://www.chinatown-bus.org/

Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens