Standards Awareness Activity (Day 1)

Materials: 1. Slips of paper with “throw away standards” from each grade level on colored paper, maybe grey or dull. 2. Slips of paper with “brand new standards” for each grade level on colored paper, maybe bright green or pink for emphasis 3. Slips of paper with New GLEs for Standards printed on them, different colored for each grade level. 4. New Standards (8 titles) Posted Around the room, laminated. 5. Large poster of a trash can, laminated 6. Large poster of sunshine, laminated 7. Masking tape

Description: This activity will make participants aware of the differences in the old and new Language Arts Standards. New Language standards are not very different, but are re-arranged into Eight Standards, rather than the simple READING, WRITING, ELEMENTS OF LANGAUGE from the current standards. The new standards are: LANGUAGE, COMMUNICATION, WRITING, RESEARCH, LOGIC, INFORMATIONAL TEXT, MEDIA, LITERATURE. We will “throw away” any grade level expectations or accomplishments which no longer appear on our new Standards, as well as become aware of the “bright, shiny new” grade level SPIs which we will address. References to it’s a new day, sunshine to wake us up to new glorious horizons, etc. would be appropriate.

Step-by Step: 1. Divide the room into grade level groups, 6th, 7th, 8th. 2. Give each group their corresponding “throw away standards”. Ask them to look at those and discuss briefly at their table what is no longer in the grade level SPIs at all. Have a ceremony where each group goes to the trash can and literally “throws away” those old standards not being used. Depending on time, you may pause and discuss these briefly. 3. Give each group their corresponding “shiny, new standards”. Ask them to look at those and discuss briefly at their table what is brand new in the grade level SPIs. Have a ceremony where each group goes to the picture of sunshine and tapes up the new standards, with emphasis on “a brand new day or new horizons” metaphor. 4. Discuss the new vocabulary of the new standards. 5. Allow participants to use their standards in the notebook and highlight the new ones which don’t appear on old standards. They also may want to make note of “throw away standards” in the trash can. 6. Give out new GLEs slips of paper. Have participants post these under the correct new Standard for visual effect. 7. Use the Six Hat strategy to reflect on this activity. Instructions are included and a transparency.

“Say What” (1.0)

Materials:  Greeting cards with picture of people on the front.  Large Post-It Notes Chart Paper  Markers

Description: The purpose of this activity is to use correct capitalization and punctuation for quotations. TSW also use a variety of sentences to write dialogue, as well as attempt to include elements of language such as hyphens, titles, appositives, noun of direct address, interrupter, colon and semicolons.

Step-by Step: 1. Mount pictures on large Post-It Notes around the room. 2. Divide the participants into groups of two-five people, depending on size of class. 3. Send groups to the various poster stations in the room, with the following directions:  Study the greeting card mounted on your poster.  Brainstorm in the group what these characters might be saying to one another in a fun dialogue.  Write this dialogue on the Post-It Note with markers. Instruct students to make sure they use a variety of sentence structures such as speaker at the beginning of sentence, speaker at end, a divided quote, a quote which ends with a question mark, etc,  Instruct students to include in at least one sentence of the dialogue elements of language such as hyphen, title, appositive, colon or semicolon.  Students can have no less than four sentences of dialogue on the poster. 4. Have participants move to the Post-It Note Dialogue to the right and check for correct grammar and punctuation. 5. Students can report out by role-playing the conversations. Sentence Puzzle (1.0)

Materials:  Envelopes with strips containing words for sentence (one envelope per small group)  Transparency of questions related to sentence

Description: Sentence puzzle is a hands-on approach which challenges students to use critical thinking skills to organize words into a coherent sentence and then explain how words work together to create “chunks” of information (i.e. prepositional phrases, dependent clauses). It can also be used to review application of punctuation and capitalization in context. Sentences can be created to address a wide array of skills in Standard 1 Language.

Step-by-Step: 1. Pass out envelope containing strips to each small group. Tell participants that they should work together to create a coherent sentence from the words in the envelope. They will notice that there is no capitalization or punctuation to help them. Once they get the words organized into the best sentence structure possible, they should work together to answer the questions on the transparency (shown on the overhead projector). Below is the sentence as it should be organized. (In the South could appear after during the 1930s.)

I Know Why the Caged Bird Sings is the true story of a black girl who grew up in the South during the 1930s.

2. While participants are arranging words, show transparency of questions so that as they Finish organizing the words into a sentence, they can move directly to answering questions. 3. Once participants have finished, discuss the questions. 4. As you discuss the prepositional phrases question, have participants pull the words that make a particular prepositional phrase out of the sentence (they can simply move them above the rest of the sentence). This would be a great visual of how prepositional phrases are built—they must begin with a preposition; they end with the noun/pronoun which answers the question what/whom about the preposition. It also shows that prepositional phrases communicate small “chunks” of information in the sentence. 4. Close with a discussion of ways to extend this strategy. Ask participants to share ways they can think to “re-invent” this strategy by doing something a little different with it. Below are two examples of extensions.  Teacher would create 6 different sentence puzzles which address skills or grammar concepts which have been taught. Set desks in small groups to create 6 stations with one sentence puzzle per station. Students would rotate through each station, working together to organize the words into the best sentence possible and discussing the corrections which need to be made to the sentence. They would then write the sentence on their own paper, making all spelling, mechanics, and grammar corrections required. Once students have visited each station, teacher would lead a large group check/discussion of all sentences.  In another variation, teacher could supply each station with a card which instructs students on how to organize information in the sentence (ex. This sentence should begin with a prepositional phrase; This sentence should begin with an introductory adverb clause; This sentence should begin with an infinitive, This sentence should be a compound sentence, etc.) CONTENT STANDARD 1.0 LANGUAGE

Grade Level Expectations  GLE 0801.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics.  GLE 0801.1.3 Understand and use correctly a variety of sentence structures.

State Performance Indicators • SPI 0801.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate nouns).  SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.  SPI 0801.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative) within context. • SPI 0701.1.5 Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context. Materials needed: • Envelopes with strips containing words for sentence (one envelope/small group).  Transparency of questions related to sentence

Assessment Activity Title: Sentence Puzzle

Description of Activity: 1. Give each small group an envelope containing strips with words which form a sentence. 2. Tell students that they should work together to create a coherent sentence from the words in the envelope. They will notice that there is no capitalization or punctuation to help them. 3. Once the get the words organized into the best sentence possible, they should work together to answer the questions related to the sentence. (Post questions on transparency.) Teacher creates questions which relate to skills which have been taught (i.e. Which words should be capitalized? What punctuation needs to be added to the sentence? How many prepositional phrases are in the sentence? What are the prep. phrases? What is the subject of the sentence? The verb?) 4. Once students complete the sentence and questions, teacher discusses/clarifies as questions arise. 5. Teacher can create a sentence puzzle to address multiple skills or just a few certain skills. Sentences can be pulled from texts students are currently reading, grammar books, or the teacher’s brain.

Assignment Extensions: There are many ways to extend Sentence Puzzle. For example, teacher could create six different sentence puzzles which address skills or grammar concepts which have been taught. Set desks in small groups to create six stations with one sentence puzzle per station. Students would rotate through each station, working together to organize the words into the best sentence possible and discussing the corrections which need to be made to the sentence. They would then write the sentence on their own paper, making all spelling, mechanics, and grammar corrections required. Once students have visited each station, teacher would lead a large group check/discussion of all sentences. In another variation, teacher could supply each station with a card which instructs students on how to organize information in the sentence (i.e. This sentence should begin with a prepositional phrase; This sentence should begin with an introductory adverb clause.) i know why the caged bird sings is the true story

of a black girl who grew up in

the south during

the 1930s

Sentence Puzzle

Arrange the words in the best order to form a logical sentence.

Complete the following tasks:

1. List the words which must be capitalized. 2. What punctuation does this sentence need? 3. Identify/List the prepositional phrases in the sentence. 4. Which part of this sentence contains a dependent clause? 5. What kind of dependent clause is it? 6. What is the subject in the independent clause? 7. What is the verb in the independent clause? What kind of verb is it? 8. What is the word story functioning as in the sentence?

Key: Questions/answers for the sentence puzzle

Complete the following tasks:

1. List the words which must be capitalized. (I, Know, Why, Caged, Bird, Sings, South) 2. What punctuation does this sentence need? (period at end of sentence) 3. Identify/List the prepositional phrases in the sentence. (of a black girl, in the South, in the 1930s) 4. Which part of this sentence contains a dependent clause? (who grew up in the South in the 1930s) 5. What kind of dependent clause is it? (adjective) 6. What is the subject in the independent clause? (I Know Why the Caged Bird Sings) 7. What is the verb in the independent clause? (is) What kind of verb is it? (linking verb) 8. What is story functioning as in the sentence? (predicate noun/nominative) Sentence Dictation (1.0)

Materials:  White boards/expo marker/eraser (should be in goodie bag) or paper

Description: Sentence dictation is a versatile approach to applying rules of grammar, mechanics, and punctuation while improving students’ listening skills. Sentences can be tailored to address a wide array of skills students should be able to apply to writing. The teacher can create sentences that address specific skills being taught to check for mastery.

Step-by-Step: 1. Tell participants that dictating a sentence to the class is an engaging way to cover specific grammar skills and mechanics. It also helps students to strengthen their listening skills. 2. Ask participants to write the following sentence as you dictate it:

My father, the athletic director, coaches girls’ basketball every day during the winter.

3. Next, ask the following questions:  Are there any commas in the sentence? If so, where? (after father and director)  Why is the athletic director set off with commas? (appositive phrase)  Is father capitalized? Why not? (not used as his name)  Is winter capitalized? Why not? (do not capitalize seasons)  Is girls a possessive? How should it be written? Why? (apostrophe is placed after the s because the plural form of girls ends in an s.)  Can you think of a time when a word which is plural possessive would not have the apostrophe after the s? (children’s—because the plural form of the noun does not end in s, the apostrophe is placed in front of the s)  Is every day one word or two? Why is it two words? (because every is an adjective modifying day. If it were written as one word, it would function as an adjective modifying a noun, such as everyday clothes).  How is athletic spelled? 4. For each answer, have participants explain why they think as they do. Point out the importance of having students justify their responses as well. 5. To close, tell participants that dictation is not only simple, but it is also an excellent strategy to incorporate specific grammar skills and to weave previously covered skills back into the new skills being taught. Remind them that they could also cover things such as subject, verb, prepositional phrases, etc. in their questions for students. The skills which could be covered are endless.

CONTENT STANDARD 1.0 LANGUAGE

Grade Level Expectations  GLE 0801.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).

State Performance Indicators • SPI 0801.1.6 Identify the correct use of commas within context • SPI 0801.1.10 Identify the correct use of appositives/appositives phrases and infinitive/infinitive phrases within context.  SPI 0801.1.13 Form singular and plural possessives using apostrophes correctly.

Materials needed: •Paper/pencil. Assessment Activity Title: Sentence Dictation Description of Activity: 1. Tell students that you will dictate a sentence to them. They should listen very carefully so that they can write the sentence correctly, using correct spelling, capitalization, and punctuation. 2. Read the sentence to students. (Below is a sample sentence which could be used, but sentences can be tailored to address the specific skills you are teaching students.)

My father, the athletic director, coaches girls’ basketball every day during the winter.

3. After students have written the sentence, ask questions related to the sentence. For each answer, students should explain why they think as they do. Below are examples of questions which could be asked about the sentence above.  Are there any commas in the sentence?  Why is the athletic director set off with commas?  Is father capitalized?  Is winter capitalized?  How should girls be written?  Is every day one word or two?  How is athletic spelled?  What is the subject of the sentence? Verb? Assignment Extensions: Sentence dictation can be tailored to address all conventions of sentence structure and writing as skills are added.

Excerpts for “I Have a Dream” Speech (2.0) Oral Presentation

Materials: 1. Handouts of excerpts from Dr. Martin Luther King’s “I Have a Dream” speech (one copy per participant) [Locate copy of this speech on the internet or a print source; copyright laws prevent including the speech on the CD] 2. Transparencies of speech site/presentation (2 transparencies) [Use Google Images to locate photos for use; copyright laws prevent including these photos on the CD] 3. DVD or VHS tape with clip of “I Have a Dream” speech 4. TV, DVD or VHS player Description: The purpose of this activity is to enhance students’ fluency in reading and speaking as well as address many other standards such as identifying the purpose of a speech and its targeted audience.

Step-by-Step: 1. Show transparency #1(Lincoln Memorial on the day of MLK speech). Ask participants to write down 5 things they notice. Share/discuss observations. Then show Transparency #2 (close-up of site). Write down 5 things they notice, questions, connections, etc. What kinds of inferences can we make about this event based on “reading” this photograph? Next, ask participants to select a person in the photograph and put themselves in the shoes of that person. What are you hearing and seeing? What emotions are you feeling? What are you thinking? Give participants a little time to jot down their responses and then share with the group. (Viewing the transparencies will provide a springboard for working with the speech.) 2. Tell participants that we are going to work with selected excerpts of Dr. King’s speech since the entire speech is quite long. Ask participants to form a circle, rotating male/female as much as possible. 3. Give each participant a copy of the text. Tell participants that we will go around the circle with readers, changing reader every time the number changes. They should not count ahead to figure out their number. The first read through is a cold read and we aren’t expecting perfection or outstanding inflection. We’re just reading to get comfortable with the text. The facilitator reads the #1 section, participant to the left reads #2, and so on around the circle. 4. After first reading, tell participants we’re going to read it again. They may (and probably will) have a different set of sentences to read, but that’s alright. Again, we’re getting comfortable with the text and working for a little more fluency and expression the second time. Read the speech again. (It might be good to explain to participants that reading through at least two times is important in a classroom because the more times students hear the text aloud, the more comfortable they will be with it. Additionally, the most effective way to improve comprehension is by re-reading. In the classroom, teachers would want to encourage students not to worry about whether they can pronounce everything on the first read—just to do their best with their lines—and then work for more expression with each round of reading.) 5. Next, presenter assigns each participant a specific set of sentences. Participants form partners to practice their sentences with each other. The goal of this practice is to add all the elements of effective oral speaking (inflection, emphasis on appropriate words, pacing, etc.). Give participants 3—4 minutes to practice their sentences and receive feedback from their partner. 6. Now, participants will present their final reading of the speech with as much fluency as possible. 7. After reading, discuss the following standards with participants:  Who is the targeted audience?  What is the purpose of the speech (to persuade). In your opinion, did Dr. King accomplish his goal?  Ask participants to mark what is, in their opinion, the most persuasive part of the speech and write a couple of sentences explaining why. Have participants share with a partner what they marked and explain why. Then share a few with the large group. 8. Tell participants that we are going to watch a short clip of Dr. King’s speech. As they watch the clip, they should look for how he engages his audience. What are the techniques he uses? After viewing the clip, discuss what he does to engage the audience. What else did you notice about his delivery? How was it similar to your interpretation? How was it different? 9. Finally, have participants work with a partner to identify and mark with a highlighter one example of each of the following: simile, metaphor, alliteration, repetition, and allusion. Give 3-4 minutes to do this. Then have them get with another pair and share/compare answers to see if they selected the same things or different ones. Finally, ask participants to share examples with the large group. (Share with participants that this strategy is called pair-share. It is an effective strategy because it gives all students an opportunity and responsibility to share their thoughts as opposed to only a few students sharing in the large group setting. The strategy can also be done as think-pair-share by having students work individually first, then with a partner, and then in a small group of four.) 10. Close by pointing out that we could address even more standards with this speech.  Recognize and ID words within context that reveal particular time periods and cultures  Determine influence of culture and ethnicity on the themes and issues of literary texts  Recognize implied themes/stated themes  If we had watched a clip of Dr. King’s delivery of the speech, we could have noted his use of effective methods of engaging an audience during an oral presentation. 11. A logical extension of this activity is to have students select a topic/issue of their choice, research the issue, write a persuasive speech (3—5 minutes), practice with a partner, and then deliver that speech to the class. (This extension would address multiple indicators in the Communication, Research, and Logic strands. It could even be extended to the Media strand by requiring that students included a visual image that best reinforced their viewpoint or enhanced their presentation. 12. Tell participants that there is another Reader’s Theater piece covering the brief excerpt Dr. King pulls from the Declaration of Independence and the Gettysburg Address in their workshop materials.

CONTENT STANDARD 2.0 COMMUNICATION

Grade Level Expectations  GLE 0801.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.  GLE 0801.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.  GLE 0801.2.4 Deliver effective oral presentations  GLE 0801.2.7 Participate in work teams and group discussions.

State Performance Indicators • SPI 0801.2.1 Identify the purpose of a speech. • SPI 0801.2.2 Identify the targeted audience of a speech. • SPI 0801.2.4 Determine the most effective methods of engaging an audience during an oral presentation.

Materials needed: • Copies of excerpts from “I Have a Dream” speech.  Transparencies of speech site

Assessment Activity Title: “I Have a Dream” Speech Readers’ Theater

Description of Activity: 1. Show transparencies of speech site. Ask students to respond by sharing what they notice, posing questions, making predictions regarding the event, etc. Give brief introduction to speech. 2. Place desks in a circle. Ask students to rotate male/female in seats. 3. Tell students that we will only work with selected excerpts since the entire speech is quite long. 4. Give each student a copy of text. Teacher reads #1 section, student to left reads #2, and so on around the circle. This is a dry read just to get comfortable with the text. 5. Repeat the process again. Students will probably have a different set of sentences to read this time, which is good. 6. Assign each student a specific set of sentences. Students form partners and practice their sentences with each other to add all the elements of effective oral speaking. (3—5 minutes practice time with partner) 7. Students form circle again and read once more, using their best oral speaking. 8. Ask students who the targeted audience was, what the purpose of the speech was, and whether they believe Dr. King accomplished his purpose. 9. Have students work with a partner to identify and mark one example of each of the following: simile, metaphor, alliteration, repetition, and allusion. Then have them join another pair and share/compare their answers. 10.Show film clip of Dr. King’s speech delivery and discuss effective methods he employed to engage the audience.

Assignment Extensions: Have students select a topic/issue of their choice, research the issue, write a persuasive speech (3—5 minutes), practice with a partner, and then deliver that speech to the class. Students could also be required to include a visual image that would best reinforce their viewpoint or enhance their presentation. 1The Declaration of Independence July 4, 1776 (Thomas Jefferson)

2We hold these truths to be self-evident, that all men are created equal, 3that they are endowed by their Creator with certain unalienable Rights, 4that among these are Life,

Liberty, and the pursuit of Happiness.

5The Gettysburg Address November 19, 1863 (Abraham Lincoln) 6Fourscore and seven years ago our fathers brought forth on this continent a new nation, 7conceived in liberty, and dedicated to the proposition that all men are created equal.

8Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated, can long endure. 9We are met on a great battlefield of that war. 10We have come to dedicate a portion of that field as a final resting place

11for those who here gave their lives that that nation might live. 12It is altogether fitting and proper that we should do this.

13But, in a larger sense, we cannot dedicate—14we cannot consecrate—15we can not hallow—13this ground. 14The brave men, living and dead, who struggled here, 15have consecrated it, far above our poor power to add or detract. 16The world will little note, nor long remember what we say here, 17but it can never forget what they did here. 18It is for us the living, rather, to be dedicated here 19to the unfinished work which they who fought here have thus far so nobly advanced. 20It is rather for us to be here dedicated to the great task remaining before us—21that from these honored dead we take increased devotion 22to that cause for which they gave the last full measure of devotion—23that we here highly resolve that these dead shall not have died in vain—24that this nation, under

God, 25shall have a new birth of freedom, 26and that government Group 1of the people, Group

2by the people, Group 3for the people, Allshall not perish from the earth. Color-Coded Webbing (3.0)

Materials:  Sample essay “Moving My Curfew” from Ideas That Really Work: Activities for English and Language Arts by Cheryl Miller Thurston [Copyright laws prevent including the essay on this CD]  1 green octagon per student  4 yellow triangles per student  4 blue Squares per student  4 orange ovals per student Description: The step in the writing process often overlooked by students is prewriting. Research shows that this step is one of the most important steps for organized, thoughtful writing. This activity provides teachers a hands-on approach to prewriting and will certainly appeal to the visuals learners. Step-by-Step: 1. Tell participants the structure of the basic five-paragraph essay is: 1. Introductory paragraph 2. Body paragraph 3. Body paragraph 4. Body paragraph 5. Concluding paragraph 2. Ask participants: What would you ask students to do before writing an essay? (Organize their thoughts using a prewriting strategy such as clustering, mapping, webbing, or listing) Why should students prewrite before beginning their writing? 3. Divide participants into groups of three. Give each group a sample essay. Tell them they will take this essay and work backward to uncover the prewriting process. 4. Tell participants to draw a box around the introductory paragraph and then draw another box around the concluding paragraph. Next, they should draw a circle around each of the body paragraphs. 5. Give each group one green octagon, four yellow triangles, four blue squares, and four orange ovals. Tell participants to write:  the subject of the essay on the green octagon,  the main idea of the first body paragraph on one of the yellow triangles,  the supporting details of the first body paragraph on each of the remaining yellow triangles,  the main ideas of the second body paragraph on one of the blue squares,  the supporting details of the second body paragraph on each of the remaining blue squares,  the main idea of the third body paragraph on one of the orange ovals, and  the supporting details of the third body paragraph on each of the remaining orange ovals. 6. Tell each group to organize their pieces into a web for the essay. 7. To close, tell participants that deconstructing the sample essay illustrates the organization of the essay in a visual way for students. This process also demonstrates the importance of organizing ideas before beginning to write.

CONTENT STANDARD 3.0 WRITING

Grade Level Expectations GLE 0601.3.2 Employ a variety of prewriting strategies.

State Performance Indicators SPI 0601.3.3 Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) with information from notes for a writing selection. Materials needed: (Per student): Sample essay, 1 green octagon, 4 yellow triangles, 4 blue squares, 4 orange ovals, 1 sheet of 9x12 white construction paper

Assessment Activity Title: Color-coded Web

Description of Activity: 1. Discuss the structure of the five paragraph essay including the introductory paragraph, three body paragraphs, and the concluding paragraph. 2. Distribute sample essays to students and ask them to put a box around the introductory paragraph and the concluding paragraph. Ask students to circle each of the three body paragraphs. 3. Using the sample essay, students identify the subject of the essay and write it on a green octagon. Next identify the main idea of each of the body paragraphs. Write the first body paragraph’s main idea on a yellow triangle, the second body paragraph’s main ideas on a blue square, and the third body paragraph’s main idea on an orange oval. 4. For the first paragraph identify the supporting details. Write each detail on a yellow triangle. Repeat this for the second and third paragraph. 5. Take each of the shapes and organize them to create a web on white paper. 6. Discuss the organization to the essay as it relates to the web.

Assignment Extensions: Given a writing prompt, students will create a color-coded web as described above using their ideas. Using the web they will then write the essay.

Distinguishing Between Primary and Secondary Sources & Analyzing Impact and Validity of Sources – Civil War Sort (4.0)

Materials:  Sets of source cards for each small group

Description: This activity is designed to help students distinguish between primary and secondary sources as well as analyze the impact of validity of sources used in research. Step-by-Step: 1. With the flood of material and sources available to students today, we as teachers must help students distinguish between reliable and unreliable information. We must teach kids to be good consumers of information. This starts by helping them understand the difference between primary and secondary sources, but it extends far beyond that to helping them learn to narrow research topics and then select the most credible sources for use in their research. (Briefly review the difference between primary and secondary sources to make sure participants know which is which.) 2. Let’s begin by distinguishing between primary and secondary sources. We’ll use the Civil War as our broad topic. Each group will get a bag of cards. Each card will have a source on it. Work with the members of your group to sort the cards into two groups: primary sources and secondary sources. When groups finish, discuss which cards contain primary sources and which contain secondary. Then discuss why primary sources are good to use and what some of the problems associated with them could be (only one perspective, would be colored by emotion, could be biased, may not be an accurate portrayal of events as a whole, etc.). Then discuss the good/bad points of secondary sources. 3. Tell participants that now we are going to organize the cards in a continuum from the most reliable source to the least reliable source. They should be able to justify their organization of the cards. Before starting, discuss whether we should include the primary sources in the continuum. As a large group, decide whether to use all cards or just secondary source cards. Once they rank their cards, they should be able to justify their rankings. Ask a few groups to share their rankings and justifications. Groups probably will not have exactly the same rankings of the cards, which is fine. However, all groups should have identified the three least reliable sources and why. 4. Now, let’s think about narrowing the topic from the Civil War in general to a more specific focus. Looking at the cards available for resources, work with your group to identify three focused topics and select at least two resources that might be used with that research. Give groups a few minutes to work. Then ask for volunteers to share.

NOTE: Cards for sort are located as a separate document on the CD as “Civil War Card Sort: Research 4.0”

CONTENT STANDARD 4.0 RESEARCH

Grade Level Expectations  GLE 0801.4.1 Define and narrow a problem or research topic.  GLE 0801.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from Web sites.

State Performance Indicators • SPI 0801.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source). • SPI 0801.4.3 Determine the most appropriate research source for a given research topic.  SPI 0801.4.4 Distinguish between primary (i.e., interviews, letters, diaries, newspapers, autobiographies, personal narratives) and secondary (i.e., reference books, periodicals, Internet, biographies, informational texts) sources.

Materials needed:  Packets of source cards for each small group(16 cards/set).

Assessment Activity Title: Civil War Reliability Sort

Description of Activity: 1. Discuss with students the difference between primary and secondary sources. 2. Give sets of small cards containing various sources to small groups. (Note: The National Enquirer source is fictional. Its purpose is to help students understand the importance of evaluating validity.). 3. Tell groups to categorize cards into primary and secondary sources. Then discuss the benefits and drawbacks of both kinds of sources. Next have students rank the sources in a continuum from the most reliable to the least reliable. Facilitate large group discussion about how groups categorized the cards and ranked the validity of the sources. Ask students to select the three most unreliable sources and the three most reliable sources and justify their responses. 4. Next, students should narrow the topic from the Civil War in general to a more specific focus. Looking at the cards available for resources, they should work with their group to identify three focused topics and select at least two sources that might be used with that research. Ask groups to share and justify their topics and sources. Assignment Extensions: Have students bring information (works cited) about the sources they have used for research and place them on a similar continuum.

Author’s Bias (5.0)

Materials:  Amazing Americans: The New Nation – Thomas Jefferson (on copy each)  Bias graphic organizer

Description: Behind every text is a writer who has an opinion about the subject. The author’s opinion is the author’s bias. Bias refers to the preference, partiality, or prejudice that the author shows toward the subject. The author’s bias is revealed in the choices made about content and in the tone or mood of the writing.

Step-by-Step: 1. Tell participants, “Every writer has an opinion about the content he writes. That opinion is the author’s bias. Bias is revealed in the choices the author makes about the content and in the tone of the writing. When an author shows preference, partiality or prejudice toward a subject he is showing his bias toward the subject.” 2. Ask participants to turn to page 6 of Thomas Jefferson. Read the page aloud. Ask, “Why does the author say he admires Thomas Jefferson?” 3. As they read the rest of the text, ask students to consider and take note of the facts included and how they are revealed. 4. After reading, ask participants,  What examples did you find of contradictions between Jefferson’s personal and professional life?  Should politicians live their political ideals in their personal lives?  What is your opinion about the evident contradictions in Jefferson’s life?  Does the reader come away with a positive or negative impression of Jefferson?  What proof can you find in the text to support your answers? 5. Give participants a copy of the Bias graphic organizer. Tell participants to record three positive and three negative examples of the author’s statements about Jefferson in the boxes. In the center circle, participants should write a summary statement of the author’s bias. 6. To close, an author’s bias is revealed through the words he writes. By taking note of an author’s words the reader can determine that author’s bias.

CONTENT STANDARD 5.0 LOGIC

Grade Level Expectations GLE 0801.5.2 Analyze premises and logical fallacies.

State Performance Indicators SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print texts. Materials needed: Amazing Americans: The New Nation – Thomas Jefferson (1 copy per student); Bias graphic organizer

Assessment Activity Title: Author’s Bias graphic organizer

Description of Activity: 1. Discuss bias. Explain to students that bias refers to the preference, partiality or prejudice that the author shows toward the subject. The words the author uses and the events that are portrayed can be used to determine bias. The author’s feelings may be revealed in the choices made about content. Author’s bias may also be evident in the tone or mood of the writing. 2. Students read page 6 of the text. Ask them to identify why the author states he admires Thomas Jefferson. As students read the rest of the text, ask them to consider what kinds of facts are included and how the information is revealed. 3. After reading, ask students to provide examples of contradictions between Thomas Jefferson’s personal and professional life. Students should consider whether politicians must live their political ideals in their personal life. Ask them to state their opinions about the contradictions between Jefferson’s beliefs and politics. Does the reader come away with a positive or negative impression of the subject? Do you think the author is pro- or anti-Jefferson? What proof can you find in the text to support your answers? 4. Give students a copy of the bias graphic organizer. Model how to use the graphic organizer to record details from the text. Fill in one box as an example. Tell students to fill in the remaining boxes with information from the text that shows the author’s bias. Finally, they will write a summary statement explaining how these statements prove the author’s bias.

Assignment Extensions: Using the information from the graphic organizer, students will write about the differences between Jefferson’s personal life and his personal beliefs based on the text.

Bias Organizer Cause-Effect Relationships (5)

Materials:  Planet in Distress, one copy per student  Chart paper  Marker  Cause-Effect graphic organizer Description: Informational text is organized in several ways. The text may be organized chronologically or sequentially. It may also take the form of comparison and contrast, problem and solution, or cause and effect. Cause (why something happened) and effect (what happened) structure helps readers understand the relationships between events.

Step-by-Step: 1. Before beginning the lesson, draw a cause-effect chart on a sheet of chart paper. 2. Tell participants one type of informational text structure is cause and effect. The cause and effect structure helps readers understand the relationship between events in the text. Why something happened is the cause and what happened is the effect. Some cause-effect signal words are: because, as a result, so, since, therefore, and in order to. 3. Tell participants while reading the text they will use a Cause-Effect chart to organize information in order to see relationships between events. 4. Give each participant a copy of Planet in Distress. Tell them to turn to page 7 and follow along as you read the first paragraph. 5. Model think aloud by telling participants, “ This paragraph states that global warming can change the weather. The signal word cause tells me that there is a connection between two ideas. The idea of global warming is linked by the word cause to extremes in weather – one is caused by the other. I will write global warming as a cause in the Cause-Effect chart. I will write the result – Extremes in weather – in the Effect box across from it.” 5. Ask participants to read the rest of page 7. After reading, ask them to share other cause-effect relationships on this page. Record their findings on the cause-effect chart. (Heavy rain  Floods, Less rain; heat  Drought, Dry land  Wildfires). 6. Give each participant a copy of the cause-effect graphic organizer. 7. Tell participants to read pages 8 and 9. As they read, tell them to complete the graphic organizer. 8. To close, ask participants to share the cause-effect relationships they discovered during reading of pages 8 and 9. Tell participants that understanding cause and effect relationships is crucial to comprehending informational text.

CONTENT STANDARDS 5.0 LOGIC & 6.0 INFORMATIONAL TEXT

Grade Level Expectations GLE 0701.5.1 Distinguish among facts and opinions, evidence, and inferences. GLE 0701.6.2 Analyze the organizational structures of informational texts.

State Performance Indicators SPI 0701.5.3 Identify stated or implied cause-effect relationships. SPI 0701.6.8 Identify the organizational structure of an informational text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem- solution.)

Materials needed: Planet in Distress (1 copy per student), Cause-effect chart, marker, Cause-effect graphic organizer Assessment Activity Title: Cause-effect graphic organizer Description of Activity: 1. Before beginning the lesson, draw a cause-effect chart on a sheet of chart paper. Make copies of the cause-effect chart for students. 2. Discuss cause-effect relationships. One way writers organize text is by cause (why something happened) and effect (what happened). A cause- effect text structure helps readers understand the relationship between events. Some cause-effect signal words are: because, as a result, so, since, therefore, and in order to. 3. Explain to students that you will use a Cause-Effect Chart to organize information form the text, so that they can clearly see relationships between events. 4. Read aloud the first paragraph of Planet in Distress on page 7. Model how to locate the cause-effect structure of the paragraph. In this paragraph point out the signal word cause. In the cause-effect chart, write “Global warming” in the cause column and “Extremes in weather” in the effect column. 5. Have students read the rest of page 7 to find other examples of cause- effect relationships. Ask students to share the examples they find with the rest of the class. 6. When the class chart is complete, give students a copy of the cause- effect organizer. Tell them to read pages 8 – 9. As they read they should complete their organizer.

Assignment Extensions: Write cause-effect paragraphs, using Planet in Distress as a model. (Good models of cause-effect paragraphs can be found on pages 4, 6 – 7, 11. 14. 19, 24, and 26.)

Name: ______RELATIONSHIP

CAUSE EFFECT Recognizing Propaganda Techniques Creating Commercials with Propaganda (5.0)

Materials:  Silhouette transparency  Laminated ads, posters, political cartoons which use propaganda techniques Description: This activity is designed accomplish three goals: to acquaint students with the seven propaganda devices identified in the standards and develop an understanding of each technique, to expose students to each technique through some form of visual media, and to provide students with an opportunity to demonstrate their understanding of these techniques by creating a radio or TV commercial which incorporates an assigned propaganda technique. Step-by-Step: 1. Show the silhouette transparency. Ask participants what they see. Then ask them to look even closer to find a second image. Point out that propaganda messages work in much the same way as this silhouette. We are “tricked” into seeing the obvious message because we are momentarily distracted with the obvious message (like the man playing the sax), but we frequently miss the “hidden” message in the ads (like the woman’s face). Whether we realize it or not, propaganda pervades our daily lives, helping to shape our attitudes on thousands of subjects. Our goal as teachers is to help students learn to evaluate the entire message of a particular piece of media so that they will know how to challenge and question what is presented instead of blindly accepting it as truth. In other words, we must help students become critical consumers of information. 2. Give each participant the handout which identifies the six propaganda techniques students will be responsible for recognizing. Discuss the ones which were in the old standards (bandwagon, testimonial, loaded words). Note the addition of the devices which are new to the standards. Note that Name-calling is added to the 6th grade standards (for a total of 4 types). Plain folks is added in 7th grade (for a total of 5 techniques). Snob appeal is added in 8th grade (for a total of 6 techniques). 3. Have participants form groups of 2 to 4. Give each group a piece of visual propaganda (ad, political cartoon, posters, etc.). Ask them to discuss the type and purpose of their piece and identify the dominant propaganda technique used. They should also do the following: identify other propaganda techniques embedded to further strengthen the message, the target audience, the validity of the message, the kinds of questions the viewer should ask himself/herself in assessing validity, and the overall effectiveness of the ad. 4. Have groups share the results of their discussions. 5. If there is time, tell participants that we will now work with propaganda from the perspective of radio and TV commercials. Divide participants into 7 groups. Assign each group a specific propaganda technique. Tell groups that they are to create a 30-60 second radio or TV commercial on a product of their choice (either real or totally new), using the technique assigned to them as the dominant propaganda technique. (They should not tell what they have been assigned so that the audience can identify it in presentation.) Allow enough time for each group to brainstorm, create, and practice their commercial. Then have group presentations. At the end of each presentation, the audience should be able to identify the dominant propaganda technique the group was assigned.

CONTENT STANDARD 5.0 LOGIC

Grade Level Expectations  GLE 0801.5.4 Analyze written and oral communication for persuasive devices.  GLE 0801.5.5 identify and analyze premises, including false premises.

State Performance Indicators • SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal). • SPI 0801.5.8 Identify instances of bias and stereotyping in print and non- print texts.

Materials needed: •Visual examples of propaganda (magazine ads, political cartoons, posters, etc.) Assessment Activity Title: Recognizing Propaganda Techniques in Media Description of Activity: 1. Discuss/define different types of propaganda techniques which will be assessed (bandwagon, testimonial, loaded words, name-calling, plain folks, snob appeal). Discuss the importance of being a critical consumer of information. 2. Ask students to form partners. Pass out laminated examples of visuals which contain the propaganda techniques listed above to each set of partners. 3. Ask students to work with their partner to discuss the purpose of the ad and identify the dominant propaganda device used in the ad. They should also do the following: identify/discuss other propaganda techniques the designer embedded to further strengthen the ad’s message, the target audience, the validity of the message, the kinds of questions the viewer should ask himself/herself in assessing validity, and the overall effectiveness of the ad. 4. After students have evaluated their ads, they should share their ad with the class, explaining the purpose of the ad, the dominant propaganda technique used (and additional techniques as well), the target audience, and questions the viewer should ask himself/herself in assessing validity.

Assignment Extensions: After identifying the propaganda techniques used in print media, tell students that they will work with propaganda from the perspective of radio and TV commercials. Divide students into groups of 4. Assign each group a specific propaganda technique. Tell groups that they are to create a 30—60 second radio or TV commercial on a product of their choice (either real or totally new), using the technique assigned to them as the dominant propaganda technique. (They should not tell what they have been assigned so that the audience can identify it in presentation.) Allow enough time for each group to brainstorm, be creative, produce, and practice. Then have group presentations. At the end of each presentation, the audience should be able to identify the dominant propaganda technique the group was assigned. Recognizing Propaganda Techniques Propaganda—a systematic set of messages designed to shape the opinions or behavior of large numbers of people so that they will respond in the way the propagandist desires.

1. Bandwagon—technique encourages us to support an action or opinion because it is popular—because “everyone else is doing it.”

2. Testimonial—technique uses a “big name” personality or someone highly respected to give a statement of support (testimonial) for a given product or idea.

3. Loaded Words—technique uses “loaded” or emotive words (words that make use feel strongly about someone or something) to produce the desired response in the audience.

4. Plain Folks—technique uses a “folksy” approach to convince us to support someone or something; speaker appears to be a person “just like us.” Ex: candidate who goes around shaking hands with factory workers or who dresses in blue jeans and denim shirt and drives a Ford pick- up truck instead of a Cadillac Escalade.

5. Name-Calling—technique links a negative label to a person or idea in the hopes that the audience will reject the person or idea based on the label instead of examining the evidence. Ex: a candidate for office is described as a “foolish idealist” or a “two-faced liar.”

6. Snob Appeal—technique uses an “elitist” approach to sell a product or an idea. Ex: an ad picturing a sleek new Mercedes with a woman dripping in diamonds beside it and the words “Only for the few.” Propaganda Techniques in Media Directions: As you discuss your ad with your group, consider the questions below.

1.What is the dominant propaganda technique?

2.What other techniques are used to further strengthen the message? What else is used to “push” the message?

3.Who is the target audience?

4.What does the designer of the piece want me to think or believe?

5.How valid/accurate is the message?

6.What questions should I ask myself when evaluating the validity of this message?

7.Is the ad effective? Why/why not? Sequencing: The Potato Chip (5.0)

Materials:  “The Potato Chip” article  Sequence flowchart  Chart  Marker

Description: Sequence of events is important to text comprehension. Identifying the order in which events occur assists students in retaining the information presented.

Step-by-Step: 1. Before beginning the lesson, draw a flowchart on the chart paper. 2. Tell participants the sequence of events is important to understanding the text. Sequence places events in a logical order. Signal words may be used to suggest the order. Some examples of signal words include first, next, finally. 3. Give each participant a copy of the article, “The Potato Chip.” Ask participants to read the article, marking signal words as they read. 4. After reading the article, ask participants to identify the first event in the article. 5. Record their response on the chart. 6. Give each participant a copy of the Sequence flowchart. Ask the participants to record the events from the article on their paper. 7. When participants have had time to complete their flowchart, ask them to share the events in the order they occurred. 8. To close, tell participants that the order or sequence of events in text contributes to comprehension of the material read. CONTENT STANDARD 5.0 LOGIC

Grade Level Expectations GLE 0601.5.1 Distinguish among facts and opinions, evidence, and inferences.

State Performance Indicators SPI 0601.5.6 Indicate the sequence of events in text.

Materials needed:  Article “The Potato Chip”  Sequence Flowchart

Assessment Activity Title: Sequence Flowchart

Description of Activity: 1. Discuss sequence. Tell students sequence means a logical order of items. 2. Have students read “The Potato Chip.” As they read, they should mark any signal words that indicate order of time or importance. 3. After reading the article, students will place events on the Sequence Flowchart.

Assignment Extensions: Given a second article, students will sequence the events of the text on a sequence flowchart. Name ______

SEQUENCE

First,

Second,

Third,

Then,

Last, The Potato Chip 1853

Ah, summer in Saratoga Springs, Queen of Spas! Reading the papers on the verandah of the Grand Union Hotel, a promenade up Broadway in the shade of the elm tree, and then a short carriage ride over to the Saratoga Racetrack to watch the thoroughbreds. Later, perhaps a few hands of piquet at Morrissey’s Casino with the other robber barons – but first! First comes dinner at Moon’s. Moon’s Lake House was the choicest location for afternoon tea or dinner. At Moon’s, millionaires rubbed shoulders with shop clerks and schoolteachers, ministers and dressmakers. It was first come, first served, and no matter if you were a Vanderbilt, you had to wait your turn. And they waited. Because back in the kitchen was a chef named George Crum. Now, Crum was a touchy fellow: one half-cup Indian, a quarter-cup black, another quarter-cup Spanish, and a teaspoon of Something Else Again. In his early days, he had worked as a hunter and guide in the nearby Adirondack Mountains and there made the acquaintance of a French gentleman who taught him the mysterious secrets of la cuisine. And now here he was at the most famous restaurant in the United States, making the bigwigs wait. Now, on one summer evening in 1853, one of the patrons sent his French-fried potatoes back to the kitchen. This was a new and popular side dish, with the potatoes cut in thick slices and fried in a skillet. “Not cooked enough,” the diner complained. “Too thick.” Some chefs don’t much care for picky diners. And George Crum was one of those chefs. But he sliced up another potato, thinner this time. The plate came back again. “Too thick. Not cooked enough.” Well, that did it. Crum sliced a potato into paper-thin coins, tossed them into boiling oil, and let them cook until they were hard. Then he doused them with salt and sent the potatoes back into the dining room. No one could say there was any cooking left to be done on them now! Crum went back to his stoves, awaiting the reaction. The reaction was: “More, please. More of those Saratoga chips.” Within days, the Saratoga chip was all the rage. Before long, other restaurants in Saratoga were serving the chips, and then other restaurants in New York, and then other restaurants in the United State, and then . . . And then the Saratoga chip lost its hometown moniker and became known simply as the potato chip. Correct Order of a Set of Instructions: Flowchart (6.0)

Materials:  Secrets from the Ice (one copy per student)  Chart paper  Markers  Flowchart graphic organizer

Description: Awareness of how a text is organized can improve readers’ comprehension of the text. One type of text structure is called Procedural. Procedural text structure includes steps in a process or ordered instructions. It provides a reader with instructions on how to do something or how a process works.

Step-by-Step: 1. Tell participants, “One type of text structure found in informational text is procedural text structure. Procedural text structure provides readers with instructions on how to do something or how a process works. This type of text structure often includes numbered steps. It may also include linking words such as first, next, and last. Either way the steps are ordered in a logical sequence.” 2. Ask participants to open Secrets from the Ice to page 16. Read the second paragraph aloud. Ask, “What is the first step in measuring the glacier?” (Ride a helicopter into the crater.) Record the response on the chart paper. 3. Ask, “What is the next step?” (Measure the surface temperature of the mountain.) Record the response on the chart paper. 4. Repeat for the remaining steps in the process, filling in the responses on the chart paper.  Check exact longitude and latitude.  Use an altimeter to measure distance above sea level.  Check the location on a topographical map.  Measure how much the glacier has moved since the last time they checked.  Look for crevasses in the ice.  Count the crevasses. 5. Give participants a copy of the Flowchart graphic organizer. Ask them to turn to page 25. Say, “Read the second paragraph that describes how Dr. Ellen Mosley- Thompson’s team drills ice cores. Then, working with a partner, fill in your flowchart, describing the process step by step. 6. To close, tell participants that procedural text structure helps students understand informational text by providing steps in a logical order. CONTENT STANDARD 6.0 INFORMATIONAL TEXT

Grade Level Expectations GLE 0601.6.3 Read, interpret, and analyze text features that support informational texts.

State Performance Indicators SPI 0601.6.8 Choose the correct order of a set of instructions featured in text.

Materials needed:  Secrets from the Ice (one copy per student),  Chart paper  Marker  Flowchart graphic organizer Assessment Activity Title: Correct Order of a Set of Instructions: Flowchart

Description of Activity: 1. Before beginning the class, draw a flowchart on a sheet of chart paper. Also, make a copy of the flowchart graphic organizer for each student. 2. Explain to students that procedural text structure provides readers with instructions on how to do something or how a process works. Sometimes the steps are numbered in the text. Other times there are linking words such as first, next, and last. Either way, the steps are ordered in a logical sequence. 3. Read aloud the second paragraph on page 16. Identify the first step in the process and write it in the first box of the flowchart. Repeat with Step 2. 4. Have students complete the steps in the flowchart from this paragraph and then read the next page. Using the information on page 17 they should complete the flowchart. 5. When everyone has completed the flowchart check to determine if all steps follow a logical order.

Assignment Extensions: Given a choice of topics, have students write a step-by-step list of how to perform the process. When the list is complete, students write an expository paragraph explaining the process. Name: ______FLOWCHART Start

Finish Text Features (6.0)

Materials:  Secrets from the Ice (one copy per student)  Planet in Distress (one copy per student)

Description: Informational texts often have special features to highlight or explain important points or ideas. Three of these features are graphs, charts, and diagrams.

Step-by-Step: 1. Give participants copies of the text. 2. Tell participants that text features help students comprehend informational text. Text features may include maps, charts, graphs, time lines, tables, and diagrams. 3. Tell participants to scan the text and identify examples of text features. 4. Tell participants, “Graphs are drawings that show relationship between numbers or amounts, often over periods of time. Graphs may show a change or trend that is important to understand a point in the text.” 5. Ask participants to open Planet in Distress to page 6. Tell participants, “Look at the graph at the bottom of the page. Examine the graph. What conclusions can you draw from it? (The graph shows how global temperatures are rising over time.) 6. Ask participants to read the text on page 6. Ask, “What further conclusions can be drawn from the graph?” 7. Tell participants, “Another text feature found in informational text is a diagram. Diagrams are drawings or photos that show how things work or how they are constructed. They are usually labeled and provide information important to understand the text.” 8. Ask participants to open Secrets from the Ice to page 27. Say, “Read the text caption, then examine the diagram. How does the diagram help you understand the text?” (The diagram shows how the scientists use the layers of the Vostok ice core in Antarctica to indicate climate changes over a period of 140,000 years. By studying the color key, you can see at a glance how the temperatures in Antarctica changed through the years.) 9. Ask participants to turn to page 17. Read the labels and caption aloud. Say, “What information is gained from this diagram? How does the glacier fit inside the volcano?” 10. Tell participants, “Charts are another source of facts in informational text. Charts are tables with or without pictures.” 11. Ask participants to open Secrets from the Ice to page 7. Say, “The chart shows the percentage of air at each stage as snow turns into glacial ice. At a glance I can see that snow has 85 to 90 percent air, and blue ice has less that 20 percent air.” 12. Ask participants to turn to pate 11. Say, “What is explained by this chart? How does it help you understand Agassiz’s theory of an Ice Age?” 13. Ask participants to recall the three text features. Using the text, ask them to create a graph, chart, or diagram to enhance the information in the text. CONTENT STANDARD 6.0 INFORMATIONAL TEXT

Grade Level Expectations GLE 0701.6.3 Read, interpret, and analyze text features that support Informational texts.

State Performance Indicators SPI 0701.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables and diagrams.)

Materials needed: Secrets from the Ice, Planet in Distress (one copy each per student) Assessment Activity Title: Create a Feature

Description of Activity: 1. Discuss text features of informational text, such as graphs, charts, and diagrams. Ask students to identify examples of these text features from Planet in Distress and Secrets from the Ice. 2. Tell students that graphs are drawings that show the relationship between numbers or amounts, often over periods of time. They may show a change or trend that is important to understand a point in the text. 3. Have students open Planet in Distress to page 6. Direct their attention to the graph at the bottom of the page. Ask them to examine the graph and decide what conclusions can be drawn from it. After looking at the graph, have students read the text on page 6. Ask what further conclusions they can draw from the graph. 4. Next explain that diagrams are drawings or photos that show how things work or how they are constructed. They are usually labeled and provide information important for understanding the text. 5. Have students open Secrets from the Ice to page 27. Explain how the diagram on this page provides important information to enhance the information provided in the text. Next, have students turn to page 17. read the labels and caption aloud. Ask students to explain the information gained from this diagram. 6. Tell students that another source of facts in informational text is the chart. Charts are tables with or without pictures. They present information visually to help the reader understand the text. 7. Have students open Secrets from the Ice to page 7. Explain how the chart adds to the information in the text. Next, have students turn to page 11. Ask students to explain what is explained by the chart. How does It help you understand Agassiz’s theory of an Ice Age?

8. Ask students to compare the three text features from the lesson. Using a social studies or science textbook students will use the information to create a graph, chart, or diagram to enhance the information provided.

Assignment Extensions: 1. Planet in Distress (graphs) Using the data on page 8, students create their own graphs demonstrating how much sea levels have risen recently, and how much they may rise in the future. 2. Secrets from the Ice (diagrams) Have students construct a diagram to explain a concept in the book for which there is no diagram. 3. Secrets from the Ice (charts) Have students create a two-column chart representing the scientists featured in this book and their theories and accomplishments. Symbol/Picture Representation (7.0)

Materials:  Symbol/Picture Representation cards  Symbol/Picture Representation Response Sheet  Symbol/Picture Questions

Description: The purpose of this activity is to select visual images that best reinforce a viewpoint or enhance a presentation. Students will be asked to choose statements that best summarize the message presented by the medium or graphic image, draw inferences, and write a variety of products which reflect feeling and responses.

Step-by Step: 1. Divide students into groups of three-five participants. 2. Give each group an envelope containing symbols which have been laminated and cut apart. 3. Tell the students to listen carefully to your directions. You will read a statement and they are to choose the most appropriate symbol cars to express their feeling, emotions, or opinions about the statement. They will incorporate the card into a written opinion statement. 4. Give students the Symbol/Picture Response Sheet. 5. Read the first question on the Symbol/Picture Questions. 6. Guide students in their choice of a symbol For example: you could choose the hour glass, because the reader realizes that the time is running out for the narrator, and he can’t convince the reader he is indeed sane. You might choose a spider, because you see his mind is poisoned and he is not reliable as a sane voice. 7. Fill out the first symbol/picture response and write your statement. 8. Have students share these responses with the group. 9. Look at the other two questions and discuss symbols and answers at your table. 10. Point out the different assignments for each written product which follows the question. 11. Ask for other ideas of questions or ways this can be used in the classroom.

CONTENT STANDARD 7.0 MEDIA

Grade Level Expectations  GLE 0601.7.2 Examine the relationship between the visual (e.g. media images, painting, film, graphic arts) and the verbal in media.

Language Arts Indicators  SPI 0601.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation.  SPI 0604.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.  SPI 0701.7.4 Draw an inference from a non-print medium.

Materials needed:  Symbol/Picture Representation Response Sheet  Cards with Symbols, Symbol/Picture Question Sheet

Assessment activity: Symbol/Picture Representation 6. Reproduce sets of the Picture/Symbol Cards for students in your classroom. Ask students to use them in evaluating some important events, activities, tasks, or assignments associated with a unit of study you are currently teaching. 7. Give out a set of cards to each student. Tell them they will be required to select the most appropriate card to express their feelings or emotions about the questions given. They will incorporate this symbol into a written statement about the situation. 8. Give students the Symbol/Picture Representation Response Sheet to record personal responses and ideas. 9. Read each controversial question on the Symbol/Picture Question Sheet. Allow students to have a question sheet as a reference, after reading aloud. 10.Lead the class in a discussion about their personal responses and reasons for the picture choice.

Assessment tool: Choose from list of suggested informal assessments to assess class discussion and participation.

EXTENSIONS: Students may want to use the controversial issue as a springboard for a research paper or oral presentation.

Symbol/Picture response sheet

1. The picture/symbol card I chose is a ______

My statement is as follows:______

2. The picture/symbol card I chose is a ______

My statement is as follows:______

3. The picture/symbol card I chose is a ______

My statement is as follows:______

Symbol/picture questions

Directions: Select a picture/symbol card to reflect your feelings about the following questions:  In Poe’s “The Tell-Tale Heart”, the narrator insists he is sane. Should the reader believe the narrator as a reliable voice? Write out your thoughts in a persuasive paragraph using the card as a basis for your arguments.  Should the United States establish English ONLY as the official language for schools, government, and businesses? Outline your thoughts for an upcoming classroom debate.  Is the United Nations a viable international organization in today’s world as we deal with global issues? Develop your ideas in a short editorial.

ABC’s of Immigrants’ Reflections (8.0) Materials:  ABC Boxes Graphic organizers are available at these websites: http://www.readingquest.org/pdf/abc.pdf ; http://www.sarasota.k12.fl.us/GILS/Grapgic%20Organizers/ABC_Brainstorm.pdf  Poem- “The New Colossus” by Emma Lazarus

Description: This activity will make use of a graphic organizer called ABC Boxes. (also called Alphabet Chart) This organizer can be used to access prior knowledge, compare and contrast characters, organize a vocabulary study or brainstorm ideas. We will use this to brainstorm ideas, thoughts and feelings that an immigrant might have upon coming to America for the first time and seeing Lady Liberty. This is an excellent way to focus and generate ideas and discussions.

Step-by Step:  Give students a copy of the graphic organizer called ABC Boxes or Alphabet Chart  Inquire how many participants have actually seen the Statue of Liberty in New York harbor. Ask them to share some of their experiences or feelings when seeing this magnificent statue. You might even ask them to close their eyes and imagine themselves on a steam ship, coming into the harbor from Ireland. They have spent many days at sea, perhaps going through storms, being sick, or lonely. What would that first sight of Lady Liberty look like? What feelings, emotions, or thoughts would be in their hearts and their minds?  Use the ABC Boxes to record words or phrases which describe these strong feelings or emotions. Demonstrate with the A box by saying “what word might we use that starts with A that helps with our descriptions?” Anticipatory, Anticipate, Anxious. How about B? Brave, bothered, brokenhearted.”  Allow class to record on graphic organizer for several minutes. This should be done individually.  Instruct them to Pair/Share their thoughts and recorded ideas with a partner; they may record any words or phrases that they hear and feel a connection to.  Put up Transparency of “The New Colossus.”  Read to class or choose someone to read it.  Have participants continue to record any thoughts or feelings the selection evokes or phrases or words from the poem which speak to them.  Tell class that this activity can be used to formulate the basis for a written product such as a story, letter, song lyrics or a newspaper article that focuses on a new immigrants’ reflections upon seeing Lady Liberty for the first time. CONTENT STANDARD 8.0 LITERATURE

Grade Level Expectations  GLE 0601.8.1Read and comprehend a variety of works from various forms of literature.  GLE 0701.8.5 Identify and analyze common literary terms (e.g. personification, conflict, theme)

Language Arts Indicators  SPI 0601.8.1 Distinguish among various literary genres (e.g., fiction, literary drama, nonfiction, poetry)  SPI 0601.8.8 Identify examples of sound devices (i.e. accent, alliteration, onomatopoeia, rhyme, and repetition)  SPI 0801.8.12 Recognize and identify words within a context that reveal particular time periods and cultures.

Materials needed: ABC Boxes for graphic organizer; “The New Colossus” by Emma Lazarus

Assessment activity: ABC’s of Immigrants’ Reflections 1. Give students a copy of the graphic organizer ABC Boxes. This organizer may be used to access prior knowledge, compare and contrast characters, organize a vocabulary study or brainstorm ideas. 2. Allow students to brainstorm their thoughts, feelings and emotions as an immigrant coming to America and seeing Lady Liberty for the first time. 3. Pair/Share ideas and thoughts with a partner. 4. Read poem, “The New Colossus” by Emma Lazarus, to the class. 5. Have students continue to record any thoughts or feelings the selection evokes or phrases or words from the poem which speaks to the student. 6. Using the recorded information on the graphic organizer, have students produce a written product. The words, phrases or feelings may used as a basis for a story, a letter, song lyrics, or a newspaper article which focuses upon a new immigrants’ reflections upon seeing Lady Liberty for the first time.

Alphabet Chart

A B C C E F

G H I J K L

M N O P Q R

S T U V W X

Y Z The New Colossus Emma Lazarus

Not like the brazen giant of Greek fame, With conquering limbs, astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame.

Reader’s Theatre-Irish Immigrant’s Experience on Ellis Island (8.0)

Materials:  Dreaming of America: An Ellis Island Story by Eve Bunting  Reader’s Theatre instructions  Script for Two Readers/Dreaming of America  Copies of “A Mill Worker’s Grievances,” “The Forefather Arrives,” “The New Colossus,” “You, Whatever You Are,” and Grandfather’s Journey

Description: This activity introduces the concept of immigrants’ feelings and thoughts upon seeing Lady Liberty and America for the first time. The book is about Annie Moore, the first immigrant to actually be processed through Ellis Island on January 1, 1892, her fifteenth birthday. She and her two brothers had made the journey to America to be reunited with their parents, Matt and Mary Moore, in New York City. A statue of Annie and her brothers stands on the quay at Cobh (Cove), Ireland, where their journey began. Another stands on Ellis Island, where their journey ended. This activity uses the strategy called “Reader’s Theatre” to introduce students to Annie Moore. This strategy reinforces oral reading fluency and allows students to make connections with historical text in a variety of ways.

Step-by-Step:  Use overhead transparencies to tell the story of Dreaming of America: An Ellis Island Story to class. (book is a little long too read in entirety)  Refer to Preparing Your Own Scripts. Go over instructions for preparing a script and point out example from As Far As Mill Springs.  Look at Dreaming of America’s Script for Two Readers. Talk with the class about how the narrative was changed into a Script.  Perform the Script for Two Readers for the class.  Divide the room into cooperative learning groups.  Give out different works to class to prepare a Reader’s Theatre Script for homework. Class will have some time to prepare, but will be given time the next morning to finish. These will be “A Mill Worker’s Grievances”, “The Forefather Arrives”*, “The New Colossus”, “You, Whoever You Are”, and Grandfather’s Journey.  Have groups perform the Reader’s Theatre scripts for the class.

*Copyright laws prevent including the text of the poem on this cd; however, information for locating it is provided below.

The poem, “The Forefather Arrives” by Norbert Krapf is available at the following web address: http://www.ulib.iupui.edu/kade/unit19/unit19.html CONTENT STANDARD 8.0 LITERATURE

Grade Level Expectations  GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.  GLE 0801.8.2 Understand the characteristics of various literary genres (e.g. poetry, novel, biography, short story, essay, drama)

Language Arts Indicators  SPI 0601.8.1 Distinguish among various literary genres (e.g. fiction, drama, nonfiction, poetry)  SPI 0601.8.2 Identify the setting and conflict of a passage.  SPI 0801.8.10 Identify the kind (s) of conflict present in a literary plot (i.e. person vs. person, person vs. self, person vs. environment. person vs. technology)

Materials needed: Dreaming of America: An Ellis Island Story by Eve Bunting; Reader’s Theatre instructions; rubric for assessment of radio play

Assessment activity: Reader’s Theatre- Irish Immigrant’s Experience On Ellis Island

1. Read the book Dreaming Of America: An Ellis Island Story to class. 2. Perform the Script for Two Readers on Dreaming of America. 3. Discuss preparing scripts from various literary genres. 4. Divide the room into cooperative learning groups. 5. Give out instructions for Preparing Your Own Scripts. 6. As a group project, prepare a Reader’s Theatre script for the poem, book, or reading you are given. 7. Perform the script for the class.

Preparing Your Own Scripts

Costumes and props are not required, but can be used, if students want to include them. The students can determine how they want to sit or stand while reading. They might decide and practice how they want to enter, to leave, what additional sound effects might be added to the script. Reader’s Theatre can serve as a mini-play. Students can learn higher order reading comprehension skills, characterization and points of view. Grammar usage is incorporated by including sentence structure and punctuation. Finally, oral interpretation skills are polished as students learn to read fluently with expression, voice, and mood.

Students in upper elementary, middle, or high school can be taught to turn any piece of narrative writing into a readers theatre script. The procedure is as follows:

1. Decide on the passage which will be used from the book or write your own passage. It can be short or long, depending on what the students want to convey. 2. Decide on the characters who will speak. 3. Decide on which characters will need narrators. 4. Mark narrator parts with N1, N2, etc. 5. Passages, words that indicate what the character is thinking, feeling, or doing can be spoken by that character. Of course, all dialogue will be spoken by the character. These parts can be indicated with first letters or letters of the characters’ names.

Example Pendergraft, Patricia. As Far As Mill Springs. Philomel Books, 1992.

N1-narrator one N2-narrator two R-Robert A-Abiah

N1 /The orphans who lived at the Hixons’ were not fortunate children. In fact, they R N1 were/ overworked, underfed and severely punished for small offenses./ It was just before Christmas and just after another of the cruel punishments that Robert/ R N1 decided to run away./ He was determined to find his real mother and his own

N2 A home./ To Robert’s surprise, his young friend, Abiah, follows him./ “Take me with

N2 A you, “/ she pleads!/ “Anything would be better than going back to that place.” N1 R&A /Robert agrees, then they meet up with Mutt dog and together/ they head for Mill

Springs, riding the rails and braving cold and hunger. Dreaming of America: An Ellis Island Story

By Eve Bunting. BridgeWater Books 2000. Grades 4-1

Annie Moore and her two brothers stood at the ship’s railing, watching Ireland disappear into the mist. Annie is not quite fifteen years old when she and her brothers leave their home in Ireland and sail for a new world in 1891. They long to be reunited with their parents, who emigrated to New York three years earlier in search of a better life. As the SS Nevada carries them across the stormy Atlantic, Annie is fearful. What if she doesn’t like America? What if her parents aren’t at the dock when they arrive? How will she look after her brothers? It is Annie’s fifteenth birthday when the ship, at last, steams into New York harbor. As she steps onto the dock and becomes the first immigrant to enter the gleaming new Ellis Island processing center, Annie receives an unforgettable birthday surprise.

SCRIPT FOR TWO READERS

Narrator: Annie Moore and her two brothers stood at the ship’s railing, watching Ireland disappear into the mist. Annie: I am not quite fifteen years old when my brothers and I Narrator: leave their home in Ireland and sail for a new world in 1891. They long to be Annie: reunited with our parents, who emigrated to New York three years earlier in search of a better life. Narrator: As the SS Nevada carries them across the stormy Atlantic, Annie: I am fearful. Narrator: What if Annie: I don’t like America? Narrator: What if Annie: my parents aren’t at the dock when we arrive? Narrator: How will Annie: I look after my brothers? Narrator: It is Annie’s fifteenth birthday when the ship, Annie: at last, steams into the New York Harbor. Narrator: As she steps onto the dock, Annie: I become the first immigrant to enter the gleaming new Ellis Island processing center, N&A: and, at last, Annie receives an unforgettable birthday surprise!

The poem, “The Forefather Arrives” by Norbert Krapf is available at the following web address: http://www.ulib.iupui.edu/kade/unit19/unit19.html The New Colossus Emma Lazarus

Not like the brazen giant of Greek fame, With conquering limbs, astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame.

You, Whoever You Are Walt Whitman

You, whoever you are!...

All you continentals of Asia, Africa, Europe, Australia, indifferent of place! All you on the numberless islands of the archipelagoes of the sea! All you of centuries hence when you listen to me! All you each and everywhere whom I specify not, but include just the same! Health to you! good will to you all, from me and from America sent! Each of us is inevitable, Each of us is limitless—each of us with his or her right upon the earth, Each of us allow’d the eternal purports of the earth, Each of us here as divinely as any is here.

Reading a Picture (8.0) (A photo tour of the Immigrants’ Ellis Island experience)

Materials:  Jackdaw Photo Collection—Ellis Island: The Immigrants’ Experience  Ordering Information for Photo Collection: Jackdaw Publications—800-789-0022 or www.jackdaw.com

Description: The purpose of this activity is to show participants the importance of using visual text (photos) to support and enhance students’ understanding of written text.

Step-by-Step:  Start with a brief discussion about the power of pictures. Do you agree with the old saying “A picture is worth a 1,000 words”? Why are they good to use in our classrooms? What can a picture capture that words sometimes can’t or don’t? We want to encourage kids to create mental pictures of what they read (a great active reading strategy), but sometimes they don’t. Using pictures can be a wonderful support and enhancement for students’ reading.  We’re going to use pictures to help us understand the kinds of things immigrants might have experienced upon arrival in the United States. Participants will need a piece of paper to jot down brief responses as they view the pictures.  Show participants the picture of the Statue of Liberty. The text below will be attached to the back of the picture. [picture inserted on CD as placeholder]

Imagine that you have left your homeland because of persecution and lack of opportunity. For two weeks, you have been packed in the dark, foul-smelling steerage section of the ship because you are poor and could only afford the cheapest ticket possible. In this section of the ship, there have been no showers, no lounges, no dining rooms. Passengers in 1st and 2nd class have had access to delicious meals, but your food has been dished from a huge kettle into a dinner pail which the ship has provided for you. Because conditions are so unpleasant deep in the hold of the ship, you have spent as much time as possible up on deck. One morning, you are up on deck and you spot land far in the distance. Your ship draws closer and then veers out of the Atlantic and into the Hudson River. As it approaches New York Harbor, you spot the Statue of Liberty off to the left. Many others see it, too. What’s going on around you on this ship? What’s the atmosphere? What are people around you saying and doing? Take a few seconds and jot down phrases, images, sounds, etc. going on around you. Give participants enough time to jot a few thoughts. Then ask for a few volunteers to share. Ask participants what this statue symbolized for these immigrants.  After discussing the first photo, have participants create small groups and give each group one photo. Tell them to take a few minutes to carefully study the photo and discuss it in their group. What can they learn from reading the caption and noticing the small details? What seems to be the focal point? What message or story is the photographer trying to communicate? What might the people in the photos have been thinking about, what emotions might they have been feeling, what fears did they have, etc.?  Each group should then show their picture and briefly share some of the things they discussed in their group.  If participants have not already brought it up, close by saying that except for Native Americans, all of us are from immigrant families who at some point braved the perils of starting a new life in unfamiliar and sometimes inhospitable surroundings. 1. Study the faces of this family as they travel on a ferry from the ship that brought them across the ocean to the Immigration Center at Ellis Island. What do you think they are thinking? Write, then share with a partner. 2. Once you set foot on Ellis Island, your first order of business was to find the few bags and boxes that you had brought from your homeland. Sadly, in many cases, even those few possessions were lost in transit and never made it to the new world. Study this picture for a moment. Then choose one of these people as your focus. What might be going through his/her mind? How would you feel if you were in their situation? Write, then share with partner or do large-group share. 3. After enduring the crowed conditions in steerage, immigrants faced more crowds and endless lines at the immigration center on Ellis Island. Sometimes they were there for just a few hours, but many had to wait for days to clear all the inspections before they were allowed into the United States. (no response) 4. Of all the things they faced, immigrants feared the health examinations the most. Failure to pass could result in being sent back to one’s country of origin, which often meant a return to poverty or persecution. These men are undergoing initial medical processing. If they do not appear healthy, they are further scrutinized. Chronic conditions or contagious infections, especially of the eye, were causes for rejection. (Continue to show this photo along with the next one.) 5. These immigrant children are being checked by New York City health inspectors after they arrived in the Battery in Lower Manhattan after landing at Ellis Island. The officers are checking them for signs of typhus, which had appeared in New Your City at that time. The United States did not accept many immigrants with debilitating or contagious ailments. Study both of these photos carefully. Jot down what you notice. What stands out to you? What questions do you have? Give a few seconds to study photos, then ask participants to share. 6. Once processed and accepted as immigrants, newcomers were finally allowed to take the most important ferry ride of all—the one into New York City. During the peak of immigration years at Ellis Island, 17 million people came to this country, mainly from Austria, England, Germany, Hungary, Ireland, Italy, Romania, Russia, and Sweden. Smaller numbers came from the West Indies. Asians were completely excluded from the immigration process at that time. 7. Although many immigrants settled in New York City, others faced another long journey over land before they reached their final destinations. This is a German family about to board a train, perhaps to Chicago, or Cleveland, or Detroit, or even San Francisco. What do you think the inspector is pinning on them? Why would he do this? The insert in the bottom left corner is a train ticket. Below “One Emigrant Passage”, it says “In emigrant cars only.” Take a minute to think about all the ways these immigrants’ new lives will differ from their old ones. What kinds of things will they face? Is this going to be an easy or difficult transition? Why? Give a minute for participants to jot responses. Ask for volunteers to share. 8. Stop and discuss obstacles we face today. When have you faced an obstacle and how have you overcome that obstacle in your life? What lessons did you learn? How did you apply these insights to your life? Write a brief paragraph about this obstacle that changed your life. Teachers might also use this time to reflect upon the privileges and joys we know as Americans and write about what that means in relationship to facing obstacles in life. 9. Once here, many immigrants overcame poverty and prejudice to become exceptional contributors to American life and culture. This is songwriter Irving Berlin, who came through Ellis Island from Russia in 1892, as a young boy. He wrote musical comedy, including Annie Get Your Gun, and such classic American songs as “God Bless America” and “I’m Dreaming of a White Christmas.” Except for Native Americans, all of us are from immigrant families who at some point braved the perils of starting a new life in unfamiliar and sometimes inhospitable conditions. CONTENT STANDARD 8.0 LITERATURE

Grade Level Expectations  GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.  GLE 0601.8.4 Analyze the works of literature for what they suggest about the historical period in which they were written

Language Arts Indicators  SPI 0601.8.5 Identify the kind (s) of conflict present in a literary plot (i.e. person vs. person, person vs. self, person vs. environment, person vs. technology)  SPI 0701.8.11 Recognize and identify words within context that reveal particular time periods and cultures.

Materials needed: Jackdaw Photo Collection—Ellis Island: The Immigrants’ Experience

Assessment activity: Reading a Picture 1. Discuss with students the value of using photographs of historical events to enhance their understanding of written text. 2. Show students the first photo (Statue of Liberty). Briefly explain living conditions immigrants had experienced as they traveled across the Atlantic. Ask students to put themselves in the shoes of an immigrant onboard that ship as the Statue of Liberty came into view. What would the atmosphere have been like on the ship? What might passengers be saying and doing? Write down responses. Then share. Discuss what the Statue of Liberty symbolized for the immigrants. 3. Students form groups and teacher passes out the remaining 11 pictures to groups. Ask students to read the caption and study the composition of each of their pictures. They should be careful observers of the details within the pictures, discuss with group members what they notice, think about how they would feel or respond in that situation, etc. 4. Each group shows their photo and shares a 1—2 EXTENSIONS:minute Asresponse a reflection highlighting on what what we theyhave noticed, done, stop and think about an obstacle in yourdiscussed, own life. and How thought did faceabout this the obstacle? photo. What effect did this have on your life? How did you overcome this obstacle? Write a short piece about this and the effect you have had on others as you faced such an obstacle. We will share some of these in a few moments.

Students could follow this up with research related to immigration in the past as well as today. Students could also select one person they were drawn to in the photos and compose a piece of creative writing (journal, diary, letter, monologue, etc.) that might have been written by that person addressing his/her experiences as an immigrant.

Ordering Information for Photo Collection: Jackdaw Publications—800-789-0022 or www.jackdaw.com

Tea Party or Share the News (8.0)

Materials:  Slips of paper with dates, inventions, and events from the Industrial Revolution  Patriotic cups

Description: This activity is used to gather information, assess prior knowledge and actively engage students. Using the slips of paper with dates, inventions, and events in the Tea Party format, lead a discussion which will allow them to decide the central underlying theme is the Industrial Revolution. Discussion might include why some of the inventions led to a change from Agriculture Society to Industrialized Society. This, of course, led to a population explosion in the cities bringing many problems with it, such as congested traffic, sanitation, housing, disease. Another outcome of the Industrial Revolution and the Transportation Revolution, which came with the invention of the steam boat, was an influx of immigrants and goods from across the ocean. Many immigrants arrived from Ireland and Germany. One contributing factor to the Irish immigration was the potato famine. We will examine the trials and tribulations of the Irish immigrant in the next few activities.

Step-by Step: 1. Give students the patriotic cup with the slips of paper already inside. 2. Explain the name of the activity is Tea Party and we are going to pretend we are at a Tea Party and share some “gossip” or in this case, knowledge, with others in the room. ( this can be Share the News, also) Demonstrate with a partner how to go about the room, introduce yourself, and repeat EXACTLY what is on the slip of paper. Meet and greet as many folks as possible, to gain as much knowledge as you can in the time given. This also creates classroom climate in a room where others don’t know one another, such as the beginning of school or a workshop setting. 3. Instruct them to listen carefully to what is said by others. Try to remember as much knowledge as possible for later reflection. 4. Allow the group to mix and mingle for approximately 3-5 minutes. 5. Direct the group back to their seats. 6. Instruct the group to share their slips with their table group and decide what these slips of paper have in common, what might the central theme be. 7. If the participants are having trouble, read some of the slips out loud and ask leading questions to guide them to the central theme of the Industrial Revolution, inventions, dates, and events. 8. Lead a discussion which allows participants to connect the Industrial Revolution to immigration. Questions might include: What kind of society were we in America and England before the IR? (agricultural) What problems did the IR bring about? What outcomes did the IR bring? What did the invention of the steam boat help to create? (transportation of people and goods from across the ocean) 9. Tell participants that the next several activities will center around immigration and the Industrialization of America. CONTENT STANDARD 8.0 LITERATURE

Grade Level Expectations  GLE 0601.8.4 Analyze works of literature for what they suggest about the historical period in which they were written.

Language Arts Indicators  SPI 0601.8.10 Determine the author’s purpose for writing  SPI 0701.8.11 Recognize and identify words within context that reveal particular time periods and cultures.

Materials needed: Slips of paper with printed information of dates, inventions, and events from the Industrial Revolution; patriotic tea cups

Assessment activity: Tea Party 1. Give students a cup with a slip of paper inside which has printed dates, inventions, and events from the Industrial Revolution 2. Explain that the purpose of Tea Party is to gather information, access prior knowledge, and actively engage students in constructing meaning. 3. Have participants move from student to student, sharing their information with as many classmates as possible. Students can only share what is on the slip of paper, nothing else. 4. Listen to others as they read their information in the informal setting. 5. Return to desks and discuss how these events, dates, and inventions might be related. What is the central theme? Speculate on what the information on the slips of paper might be about. 6. Encourage discussion and help students to identify possibilities for connecting events using prior knowledge. 7. Lead discussion to the conclusion that these events, inventions, and dates all relate to the Industrial Revolution.

Assessment tool: Make a timeline of technological innovations from the Industrial Revolution. Have students write a brief statement about their predictions of the significance of these early inventions and how specific technological innovations impacted society during this era. INDUSTRIAL REVOLUTION KEY DATES 1681 Canal du Midi completed in France 1698 Thomas Savery's steam pump 1701 Jethro Tull's seed drill 1709 Abraham Darby smelts iron with coke 1712 Thomas Newcomen's steam engine 1730 Viscount Townshend develops 4-course crop rotation 1733 John Kay's Flying Shuttle 1745 Robert Bakewell's improved livestock breeding 1752 Benjamin Franklin confirms electric charge in lightning 1760 Enclosures increase in Britain 1764 James Hargreaves's Spinning Jenny 1769 James Watt's improved steam engine 1777 Grand Trunk Canal completed in England 1779 Samuel Crompton's Mule 1784 Henry Cort's puddling process for iron-making 1785 Claude Berthollet's chlorine bleach 1785 Edmund Cartwright's power loom 1786 Gas lights in England and France 1789 First steam-powered cotton mill 1790 U.S. cotton industry begins in Rhode Island 1793 Eli Whitney's cotton gin 1797 Henry Maudslay's screw-cutting lathe 1800 Alessandro Volta's electric cell 1803 Robert Fulton's steamboat 1804 Richard Trevithick's steam locomotive 1810 Friedrich Krupp opens iron works at Essen 1815 Humphry Davy's safety lamp 1825 Erie Canal built. Stockton and Darlington Railway opened by George Stephenson 1831 Michael Faraday discovers electromagnetic induction 1832 Cholera epidemic in Europe 1834 Charles Babbage begins building his mechanical computer. 1835 Great Western Railway begun by engineer LK. BruneI. Samuel Colt's revolver 1836 John Ericsson's screw propeller 1837 I.K. Brunei's steamship Great Western crosses the Atlantic 1842 Joseph Lawes' artificial fertilizer Massachusetts Supreme Court establishes legality of labor unions 1845 Irish Potato Famine 1848 Karl Marx and Friedrich Engels publish the Communist Manifesto 1851 Great Exhibition in London Isaac Singer’s sewing machine 1856 Henry Bessemer's steel-making converter 1859 First U.S. oil well in Pennsylvania 1869 Union Pacific Railroad completed Suez Canal completed 1871 Mont Cenis tunnel completed 1874 Barbed wire invented 1879 Thomas Edison's electric light 1885 Karl Benz's internal combustion engine