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					               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


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



 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.


                                               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    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

				
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