Review Skits
Sternberg
The students have gotten a lot of information presented to them in these past three lessons. What could be a better way to review than doing skits over the sections and using one picture to guide their skits. Students can have fun reviewing a section and seeing the creative side of each other.
Objectives:
Content/Knowledge:
1. Students will be able to review main ideas and topics presented in the class the past three days.
2. Students will be able to evaluate their knowledge to assess where they are in the learning process
Process/Skills:
1. Students will be able to create creative skits over the sections in which we have covered as a class.
Values/Dispositions:
1. Students will be able to effectively evaluate their position in the knowledge they need for the section
2. Students will be able to collaborate and help each come up with a educated skit
State – Illinois Learning Standards
18.C.4a Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades)
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).
State – Common Core State Standards
- CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
- CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
National – National Council for the Social Studies Standards
1a. Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others.
National – National Standards for History
1a. Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others.
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