Sample Lesson Plans Decolonization: Opportunities for Peace Through Change (Part I) Week Five Session Outline: Day One Time Two hours (of a four hour lesson) Objectives To identify the impact of decolonization on the region through an assessment of linkages between history, the environment, cultural development, and art. Skills Investigation and critical analysis of the relationship between decolonization, regional change and peace Identification of the sources and impact of water pollution Assessment of changes in cultural traditions Analysis of the meaning behind symbols on national and state flags of the region Materials Article: Time to clean up chemicals in Africa Newspapers Photos of pollution in Africa from PBS Magazines Maps of Africa and the African Horn Pre and post-colonial flags Paper Video camera Scissors Tape or glue White or chalk board Dry erase markers or chalk Grouping of Classes will be comprised of 15 participants and most activities will take place either individually, in groups of participants five, or through whole group discussions. Activity One: History-Decolonization and Peace (30 minutes) 1. As a large group, explore decolonization by asking participants to define the term and to apply the definition to the experiences of their nations or states in recent decades. (15 minutes) 2. As a large group, review maps and identify the changes to states in the African Horn throughout the 20 th century. (15 minutes) Activity Two: Environment-Fertilizer Use and Pollution: (30 minutes) 1. As a large group, review and analyze photos of pollution occurring in Africa. (5 minutes) 2. The facilitator should read aloud excerpts from Curtis’ article on chemical disposal in Africa. (5 minutes) 3. In small groups, encourage discussion about the reason the problem of pollution might affect them. Ask questions such as: how were the chemicals introduced? Where did they come from? Where might they be disposed of? Who will pay for them to be disposed? What effect might disposal have on the sources of drinking water? (20 minutes) Activity Three: Cultural Development-Decolonization (30 minutes) 1. Ask participants to share with the whole group their stories, which were to be prepared, as homework after last week’s session. These stories should be slightly personal stories that reflect on their family’s or tribe’s traditional cultural practices and should be based on stories passed down to them. The facilitator should video tape this session for later playback. (20 minutes) 3. Discuss these practices as a large group and identify means by which the changes occurred. (10 minutes) Activity Four: Artistic Expression-Flags (30 minutes) 1. Share with the participants pre- and post-colonial flags of countries and nations in the region. (10 minutes) 2. Ask them to get into small groups. Assign a particular flag to a group and ask them to analyze the changes. (10 minutes) 3. Share these assessments with the large group and have a larger discussion. (10 minutes) Assessment: Observable assessments: 1. Participants’ discussion of their comprehension of the interrelatedness of decolonization, pollution, culture, and art. 2. Participants’ understanding of the implications of pollution. 3. Participants’ ability to work together peacefully. 4. The clarity with which participants tie together their understanding of the topic of cultural change with their presentations of personal reflections and stories. 5. The depth of participants’ analysis of symbolism in pre and post-colonial flags. Tangible assessments: 1. As homework, provide a newspaper or magazine for each participant and ask them to identify in it representations of change that is impacting their region as a result of decolonization. Representations may include articles, photos, advertisement, etc. Ask participants literate participants to prepare a journal entry explaining why they chose the representation. Participants with limited literacy should be asked to prepare some ideas about their choices. Further ask both literacy levels to reflect on the lesson and its personal meaning to them. UNIT- SHAPES ALL AROUND ME Pre-K and K Lesson Plan II Title: I Spy Game (to be played at the latter part of the unit) Concept / Topic To Teach: Review the names and characteristics of a circle, square, triangle, and rectangle. Standards Addressed: Identifies 2-D shapes: circle, square, triangle, and rectangle. General Goal(s): Students will identify and name 2-D shapes when location clues are given in the format of “I spy” game. Specific Objectives: As above Required Materials: None Anticipatory Set (Lead-In): Begin by reviewing the names of the 2-D shapes now known. Read the book, Shapes (omitting the oval and diamond pages). Specific Objectives: Demonstrate how to play “I Spy” while reviewing the names and characteristics of various geometric shapes. Give both shape and location clues for an object in the classroom. For example, say: I spy a square on the bulletin board. Children try to guess the “I Spy” object. Let children take turns leading the game. Closure: Draw the activity to a close when all students have had an opportunity to participate. Compare shapes found in the class to those initially seen in the Shapes book. Discuss similarities and differences. Assessment Based On Objectives: a second adult will observe Students as they participate in the task. A checklist will be completed, with anecdotal notes if necessary, stating the participation level and achievement of each child. Extensions (For Gifted Students): Expand to other shapes, such as pattern blocks or to include attributes such as color and size in your clues.