Lesson+Showcase+1+&+2+2015-2016+-+Harvey

Lesson Showcase 1 & 2 - Harvey - 2013-2014

Lesson 1 Lesson 2 // 10. //// Discuss symbols and importance of them. // // 11. //// Complete a research project in which students pick on symbol used in both “Magic Flute” and US government and its importance to the Masons. // ||
 * ** Course/Class Period: ** || // History 8; Period 1,2,4,6 // ||
 * ** PA Standards/Common Core Standards: ** || // 8.3.8 A,B,C. // ||
 * ** Instructional Objective: ** || * // Describe the United States government in 1830. //
 * // Explain how the government played a role in the country’s economics //
 * // Describe the average American standard of living. //
 * // Compare Europeans governments to US during this same time period. //
 * // Compare and contrast the average European to Americans standard of Living. //
 * // Compare rural life to city life. //
 * // Explain how government and economics impact the lives of unskilled worker, skilled laborer, artisan, and artists. //
 * // Compare and contrast the 1830s to today with these workers. // ||
 * ** Instructional Strategies: ** || # // 1. // // Read and lecture on Changes in the United States government during the early 1800s. //
 * 1) // 2. // // Explain the French Revolution. //
 * 2) // 3. // // Describe the impact the French Revolution had on the United States. //
 * 3) // 4. // // Describe the impact the French Revolution had on Europe. //
 * 4) // 5. // // Explain the Industrial Revolution and the impact on different working classes. //
 * 5) // 6. // // Discuss poverty //
 * 6) // 7. // // show clip of “La boheme” //
 * 7) // 8. // // Compare definition of poverty in current culture and 1800s. //
 * 8) // 9. // // Group project creating a chart comparing resources on citizens living in poverty in 1800s and today. // ||
 * ** Time frame ** || // 4 days // ||
 * ** Assessment/Assignment: ** || // Graded guided questions; participation in discussion; exit questions; video worksheet; group project // ||
 * ** Reflection ** || // Need to add more personal impact: next time incorporate students thought on poor vs. rich. Compare students points of view in class to get better understanding of poverty // ||
 * ** Course/Class Period: ** || // History 8; Period 1,2,4,6 // ||
 * ** PA Standards/Common Core Standards: ** || // 8.3.8 A,B,C. // ||
 * ** Instructional Objective: ** || // The student will be able //
 * // Define Freemasonry //
 * // Explain why European Governments feared the Freemasons in the 1800s //
 * // Explain the role the Freemasonry played in establishing the United States Government //
 * // Identify important historical figures that were supposedly Freemasons //
 * // Identify Mozart //
 * // Examine the Freemasonry symbolism in “Magic Flute” //
 * // Compare and Contrast the Symbolism in “Magic Flute” with the symbolism in the US Government // ||
 * ** Instructional Strategies: ** || # // 1. // // Students will read a hand out on freemasonry and answer guided questions. //
 * 1) // 2. // // Discuss why governments may have feared the masons. //
 * 2) // 3. // // Contrast how the United States government of the 1800s was different from European government of the time. //
 * 3) // 4. // // Discuss why Freemasonry was embraced in the United States. //
 * 4) // 5. // // Read and Discuss handout on famous Masons. //
 * 5) // 6. // // Discuss Mozart. //
 * 6) // 7. // // Watch clip of “Magic Flute.” Students will identify Masonry symbols in clip. //
 * 7) // 8. // // Discuss means of symbols //
 * 8) // 9. // // Students will examine United States symbols. //
 * ** Time Frame: ** || // 10 days // ||
 * ** Assessment/Assignment: ** || // Graded guided questions; participation in discussion; exit questions; video worksheet; group project // ||
 * ** Reflection: ** || // Use clips for popular movies such as National Treasure to help better understand symbolism and its importance to the nation. // ||