Lesson Plans: The U.S.-Taiwan Textile Trade Case Prepare for the RolePlay Announce to students that during the next class period they will be involved in a role-play exercise or mock debate. http://www.askasia.org/teachers/Instructional_Resources/Lesson_Plans/Taiwan/LP_t
Extractions: The U.S.-Taiwan Textile Trade Case Excerpted from International Trade and Protectionism, a teaching unit developed by Robin Riddle, Stanford, CA: Stanford Program on International and Cross-Cultural Education (SPICE), Stanford University, 1985. Reprinted by permission. In this activity 10th, 11th, and 12th grade students will learn about the issues of free trade and protectionism by role-playing. In particular, they will learn how these terms apply to an understanding of U.S.-Taiwan trade in textiles. The activity takes a day and a half. Materials
Extractions: The clause will be read as proposed to be amended. The Acting Secretary read as follows: First, for open, competitive examinations for testing the fitness of applicants for the public service now classified or to be classified hereunder; which competitive examinations, as nearly as may be, shall be upon such subjects as are embraced in a good common-school education and such subjects as relate to the duties of the office for which the person examined is proposed. Mr. BECK. I suppose this would apply to all the departments of the Government, including the Life-Saving Service. Mr. HOAR. There is where the Senator makes his mistake. Mr. BECK. I happen to know a man who was a lieutenant, a commissioned officer in the Army, and served through the war, and served gallantly, who did all his duties well. We passed a law requiring a certain amount of education for even non-commissioned officers. He could not compete; and he was not only degraded from the rank that he, held, but he is to-day doing very common labor in the city of Washington as a private, not being able to hold even the position of a non- commissioned officer because he had not the education required by the act of Congress. I do not quite feel like degrading men who have done valuable service, because of their misfortune it may be, and I do not believe the school-master test is the test at last. From The Congressional Record . Washington: Government Printing Office, 1882. 245.
Lesson Plans: Topic 1 - Why Study The Georgia Capitol? lesson plans Topic 1 Why Study the Georgia Capitol? in state politics; the lengthy debate in the may wish to review these as lesson preparation background http://www.sos.state.ga.us/capitolguide/CAP1-2.htm
Extractions: Lesson Plans: Topic 1 - Why Study the Georgia Capitol? Activity 2 The Capitol as a Symbol ACTIVITY OBJECTIVE Students will identify reasons for studying the Georgia Capitol and visiting this symbol of Georgia government. MATERIALS AND RESOURCES STRATEGIES As the center of state government for over 100 years, the Georgia Capitol has been the scene of many historical events of local, state, and national significance. The Georgia Capitol is a place where citizens come to celebrate, to mourn, and to express their views. To help students visualize the stories which have unfolded at the Capitol, divide the class into groups of 3 to 5 students and distribute a copy of Worksheet 1.1, "The People’s Building," to each group. Ask students to list examples of events which have occurred at the Capitol in each of the three categories. The textbook, field trip video from Georgia Public Broadcasting, daily newspapers (current and historic), and other resources may be provided to help students generate additional examples. After students finish, ask each group to share their lists as the teacher summarizes by listing responses on the chalkboard. Student responses should demonstrate that the capitol is a center for bringing people together (1) to celebrate [i.e., inauguration of governors], (2) to mourn [i.e., lying in state of prominent officials]; and (3) to express their views [i.e., to lobby for or against legislation].
Welcome To LA Youth - For Teachers: Lesson Plans 1 hour Overview of lesson Plan In this lesson, students will discuss the treatment of young people by the criminal justice system and debate whether or not http://www.layouth.com/11_4_8.htm
Extractions: 1. Warm-up: In journals or on separate pieces of paper, students will respond to the following prompt written on the board: Describe any experiences you have had with the justice system. This could be first-hand experience, or the experience of friends or family. The justice system includes police, lawyers, the courts, and the prison system. If you cannot think of any experiences, write about why you think that is.
English Teachers' Online Network Of South Africa Lesson Plans lesson Plan. The classroom becomes an aeroplane. The passengers. They must hold a parachute debate to decide who will get the parachute. http://www.geocities.com/CollegePark/Campus/2159/less9.htm
Extractions: Most effective 16-18 years To present an argument in support of a proposition To encourage fun communicative interplays Lesson Plan The classroom becomes an aeroplane. The pilot has announced that the plane is about to crash, but one parachute is available for use by the passengers. They must hold a parachute debate to decide who will get the parachute. Five class members are chosen to speak in the debate. The rest of the class will listen to their arguments and vote on who should get the parachute at the end. The five characters are Each character gets three minutes to present their case. The class votes. The class discusses their reasons for voting as they did. Notes The traditional parachute debate is here turned on its head. The comic nature of this reversal often draws students who otherwise don't participate, into speaking out. The content is often shocking and this again often draws out responses.
Thirteen Ed Online - Original Lesson Plans Using a story by Laura Ingalls Wilder, this language arts/history lesson plan will give your students a High Tech Research debate Is Cheerleading a Sport? http://www.thirteen.org/edonline/lessons/index_eng.html
Extractions: Hank Williams: My Inspiration In this lesson, students will watch the AMERICAN MASTERS episode "Hank Williams: Honky Tonk Blues" and use what they learn to help analyze some of his most popular songs. Students will discuss whether or not they feel they can understand an artist through his writing. Finally, students will use Williams's methods of inspiration to pen their own lyrics or poetry. Exploring "Heroism" In honor of the heroes of September 11th, students will explore the concept of "heroism" in this lesson, through personal reflection, group activities and a thoughtful analysis of Thirteen's documentary, HEROES OF GROUND ZERO. Students will use different forms of writing, various artistic media and computer software to create a group presentation on the theme of "heroism."
Children's Express - Teachers: Citizenship KS4 Lesson Plans Each lesson covers a broad range of curriculum material, but the specific Key Stage 4 requirements Justify an opinion; Discuss and debate; Consider other http://www.childrens-express.org/teachers/plans/citizens_KS4_intro.htm
Extractions: A 12-week programme of study using experiential learning and groupwork At Key Stage 4, students should find out more about being informed citizens and be able to apply this knowledge when learning skills of enquiry and communication, participation and responsible action. Citizen's Express provides a 12-week programme of study for Citizenship at Key Stage 4. Six stories form the basis of two weeks work each. Learning materials for each topic are available to view online, or download and print. Each lesson covers a broad range of curriculum material, but the specific subjects are: Teenage pregnancy Crime Family Racism ...
Highschooljournalism.org - Teachers - Lesson Plans Fullbio. Format this lesson plan for printing lesson plans Active Citizenship Discussion vs. debate, or, Hosting a Successful Dinner Party. http://www.highschooljournalism.org/teachers/LessonPlan_Display.cfm?Type=L&Lesso
Note To The Teacher: This Versatile Lesson Plan Unit, Which Co Note to the TeacherThis versatile lesson plan unit, which compares the theories of Darwin and Lamarck, is 1) debate the theories of Darwin and Lamarck http://web.clas.ufl.edu/users/rhatch/pages/05-SecondaryTeaching/NSF-PLANS/4-1_OR
Extractions: Zoological Philosophy SUBTOPIC: Darwin and LamarckA "Bird-Rabbit" Controversy OBJECTIVES: The students will: 1) debate the theories of Darwin and Lamarck 2) construct an extinct "critter," or one on the endangered species list 3) use an imaginary organism to simulate the concept of predator vs. prey 4) determine the diet and colors of Darwin's Finches 5) design own species of organism Background Information After years of studying a variety of organisms, Charles Darwin, in 1859, wrote The Origin of Species , which was a popular success. The initial printing sold out on the first day of publication, but Darwin's theory eventually lost some of its original popularity. Although field naturalists preserved Darwin's emphasis on the role of geographical factors on evolution, many were tempted by the theory of Lamarckism. Jean Baptist de Lamarck was a French naturalist who published Zoological Philosophy in 1809. In his view organic beings constituted a ladder of life from simplest to complex animals, with humans at the top rung. Lamarck did little in the way of explaining the origin of this ladder, but he did offer an explanation for how organisms change over time, thus turning the ladder into what we might call an escalator of being.
Note To The Teacher: This Lesson Plan Unit May Be Used For Either Note to the teacher This lesson plan unit may be used for either JUNIOR 5) show, by the debate between particulate and continuous matter, the active process http://web.clas.ufl.edu/users/rhatch/pages/05-SecondaryTeaching/NSF-PLANS/5-5_PH
Extractions: Note to the teacher: This lesson plan unit may be used for either JUNIOR or SENIOR HIGH students, depending on how advanced the students are. The first two activities, however, are recommended for JUNIOR HIGH classes. They did not prove to be stimulating enough for senior high. The entire unit is suggested for the following courses: CHEMISTRY, PHYSICS, HISTORY, OR POLITICAL SCIENCE. Physicists or Philosophers? SUBTOPIC: Scientists who Created the New Physics and New Theory of the Atom OBJECTIVES: The students will: 1) trace the sequential process of the developing theories of atomic structure in the early 20th century 2) show, in historical development, how scientists "know" things, how experiments are set up and how interpretations are drawn from them 3) illustrate the successive models of the atom from the planetary model to the quantum mechanical model 4) describe, using the development of quantum theory, the manner in which scientists share information and build upon the work of each other 5) show, by the debate between particulate and continuous matter, the active process of scientific disagreement and the search for a better understanding of universal laws 6) describe the final (Einstein/Bohr) debate, and how there are different interpretations of the same sets of data
Bcggbcgfgfgfgfgf Assessment I will give them a test on their point of view of Squanto after the debate. Did it change or did it remain the same? Why? lesson plans. COURSES. http://student.plattsburgh.edu/ahar1256/lessonplan.htm
Extractions: LESSON PLAN Chad Aharon February 17, 2003 Professor Maughan Unit : Early Colonization Lesson : Who was Squanto? Was he a man of honor or a man trying to gain power? Anticipatory Set I will have a graph of the Native Population from 1630 to 1770. I am going to ask a few questions to the class to get them thinking why some Native Americans did the things they did to survive. 1. Why was there such a decline in Native American population from 1630 to 1770? 2. What advantages did the European settlers have on the Native Americans? 3. What advantages did the Native Americans have on the settlers? 4. How had the most advantages and why? 5. What are some things a Native American could have done to save his/her life? What were the consequences? Instructional Activities : I want the students to research the life of Squanto in relation to the early colonists. There will be some facts I will make sure the students have: Pro-Squanto- he taught settlers how to fish, catch eels, and work the land
Energy Efficiency Lesson Plans lesson plan with activities for Grades 47 A lesson on reading power meters will be done in debate Have volunteers participate in a debate over which gets http://www.bpa.gov/corporate/KR/ed/eelesson/homepage.htm
Extractions: Students are assigned to an Energy Team in the classroom. Students collect data in their own homes. They meet in their Energy Teams to work on science and math problems directly related to the project, and to share their findings from their home energy survey. Students will create tables, graphs and summaries of this data to be shared in a classroom presentation. Students will evaluate other Energy Teams for valid data and effective presentation. Activity I. Home Energy Survey
Global Citizen 2000 - Minoroty Groups Analysis and synthesis of information; debate; Presentation. Knowledge Define a minority within the issue of equity and justice for a minority group. lesson plans http://gc2000.rutgers.edu/GC2000/MODULES/MINORITY/reorganizing.htm
Copernicus Election Watch Lesson Plan Index Below is an index of all of the lesson plans we ve recommended throughout PBS s The American President s To Tell the Truth A Presidential debate Grade(s) 9 http://www.edgate.com/elections/inactive/lesson_plan_index/
Extractions: Assessment Limits: Other issues may be assessed, but information will be provided. In this lesson students will analyze both sides of a contemporary issue (affirmative action). An Issues Analysis Model could be used to provide more structure. Teachers may choose to conclude this lesson with a debate on affirmative action. Be sure to set ground rules before debating controversial issues.
93.02.06: Choose Your Path classroom fairy tale anthology. to top. “The Three Rival Brothers” debate lesson Plan. Goal Students develop their public speaking http://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.06.x.html
Extractions: Mary-Alice Howley I teach remedial reading at Betsy Ross Arts Magnet Middle School which is a fully integrated city school with a strong drama department, and a dedicated English department. This year with the new superintendent, middle school reform is a priority issue. However, because Betsy Ross is an established magnet school it cannot share in the federal funds, which have been made available to start new magnet schools and to instigate middle school reform. So without the benefit of outside resources the faculty at Betsy Ross is being asked to devise new scheduling matrixes and to create new curriculums to more fully coordinate the arts classes with the academic classes. I plan to use the resources of the Yale New Haven Teachers Institute to create a folk tale curriculum that could be extended to involve the reading laboratory with the fifth and sixth grade English and drama departments. Such a curriculum would meet a zeal need. Towards this end the primary goals of this unit are to foster critical thinking skills, to sharpen writing skills, and to refine public speaking skills. These goals will be met by reading fairy tales, comparing fairy tales, writing fairy tales, and telling fairy tales.
Debates - First World Obligation To Third World Countries? This lesson plan is based on the idea that having students support opinions Activity debate concerning the responsibility of First World countries to help http://esl.about.com/library/lessons/bldebate2.htm
Extractions: zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Homework Help English as 2nd Language Home ... Quiz Central zau(256,152,180,'gob','http://z.about.com/5/ad/go.htm?gs='+gs,''); Beginning English Intermediate English Advanced English Teaching English ... Help zau(256,138,125,'el','http://z.about.com/0/ip/417/0.htm','');w(xb+xb); Subscribe to the About English as 2nd Language newsletter. Search English as 2nd Language Conversation Lesson: First World Obligation This lesson plan is based on the idea that having students support opinions that are not necessarily their own during debates can help improve students fluency. In this manner, students pragmatically focus on correct production skills in conversation rather than striving to "win" the argument. For more information on this approach please see the following feature: Teaching Conversational Skills: Tips and Strategies Of course, once students have become confident in their production skills, the can obviously argue the point they truly believe in. Aim: Improve conversational skills when supporting a point of view Activity: Debate concerning the responsibility of First World countries to help Third World countries Level: Upper-intermediate to advanced Outline: Review language used when expressing opinions, disagreeing, making comments on other person's point of view, etc. (See work sheet)
Planet Debate Consult Counterplan updated 8/30/2003 115200 AM; Using Planet debate to Answer Kritiks lesson Plan updated 8/30/2003 115200 AM. http://www.planetdebate.com/teachers/teachers_lessons.asp
Extractions: Researching and Using the Library Lesson Plan updated: 8/29/2003 11:02:00 AM Reading and Card Cutting Lesson Plan updated: 8/29/2003 10:45:00 AM Filing Evidence Lesson Plan updated: 8/29/2003 10:45:00 AM Processing Evidence Lesson Plan updated: 8/29/2003 11:07:00 AM Writing the Law of the Sea 1AC Lesson Plan updated: 8/29/2003 11:23:00 PM Updating the Business Confidence Disad Lesson Plan updated: 8/29/2003 11:23:00 PM Writing Theory Blocks 1 Lesson Plan updated: 8/29/2003 11:55:00 PM Writing Answers to the Consult Counterplan updated: 8/30/2003 11:52:00 AM Using Planet Debate to Answer Kritiks Lesson Plan updated: 8/30/2003 11:52:00 AM Member Agreement Contact Home Evidence ... Advertise
EDSITEment - Lesson Plan To help students understand the personalities involved in the debate over the League of Peace (from the Teaching with Historic Places lesson Plan), inspired by http://edsitement.neh.gov/view_lesson_plan.asp?id=475
