Anthony Romano EDU 521 Grade 11 Topic: September 11th

Professor Moroney June 13, 2013 Content Area: Social Studies

Instructional Objective: After class discussion and teacher modeling, students will be able to discuss the causes of terrorism, identify at least three key terms associated with terrorism, and create an anti-terrorism campaign which will be presented to the class and graded with a rubric. New York State Standards: Standard One: History of the United States and New York:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York

Indicator:
This will be evident when students learn about the terrorist attacks that took place in New York on September 11 th 2001.

Common Core State Standards: CCSS.ELA-Literacy.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Indicator:
This will be evident when students use technology in the creation of their own anti-terrorism campaign.

CCSS.ELA-Literacy.RH.11-12.8
Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information.

Indicator:
This will be evident after students view a video about one individuals thoughts on how to stop terrorist activities.

ITSE NETS for Students: 2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a.

interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

Indicator: This will be evident when students work collaboratively with multiple sources of technology in the
creation of an anti-terrorist campaign.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

Indicator: This will be evident when students conduct online research together to gather appropriate information
about terrorism for their projects.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. b. c. d. identify and define authentic problems and significant questions for investigation. plan and manage activities to develop a solution or complete a project. collect and analyze data to identify solutions and/or make informed decisions. use multiple processes and diverse perspectives to explore alternative solutions.

Indicator: This will be evident when students think creatively, and through an original idea, try and solve the
problems regarding terrorism.

Motivation: Teacher will show a YouTube video about September 11th on Glogster to spark discussion about terrorism. Materials: Computer/ Smartboard Student mobile devices Paper Writing utensils Oral presentation rubric

Strategies: Direct Instruction, Class Discussion, Group Work. Adaptations: The student who has difficulty hearing will listen to the lesson through the use of an amplifier. Differentiated Instruction: Teacher will differentiate instruction by learning style, using methods pertaining to visual, audio, kinesthetic, and tactile learners. Teacher will give students the opportunity to share work and field questions from classmates. Teacher will differentiate by ability by directly assisting lower proficiency students with the new vocabulary as well as creating of inferences from the video. Teacher will directly assist lower proficiency students by guiding them in the creative process associated with the creation of anti-terrorism campaign

Developmental Procedures: Teacher will ask students to think of one word after viewing the video Teacher will put those words into a wordle Teacher will ask what was going on in the video? Teacher will introduce the terrorism Teacher will use glogster to define terrorism Teacher will ask key questions from the glogster : Teacher will ask students to take notes in notebook or electronically during the class discussion that follows Students will associate themselves with key terms and questions which include o Who is Osama Bin Laden? o What is Al-Qaida? o What causes terrorism? o What religions are associated with terrorism? o What places are associated with terrorism? After a class discussion about terrorism, its causes, and vocabulary associated with it, teacher will show a TED Talk video regarding terrorism Teacher will ask what are some ways you think could stop terrorism?

Activities: Students will break off into groups pitching an idea as to how to stop terrorism. Students will base their ideas off of the TED Talk and the class notes previously discussed Students will use computers, phones, or any other mobile device to find resources and motivation for their ideas

Assessment: Students will orally explain their work to the class and will be assessed by a rubric which weighs significance on topic relevance, public speaking skills, group collaboration, and vocabulary. Independent Practice: Students will go home and write a letter to Jason McCue stating whether they are either in agreement or disagreement with his beliefs and why. Academic Intervention and Enrichment: Students who have mastered the topic will answer questions on Weebly about the September 12, 2001 headline from The New York Times.

Teacher References
Common core standards. (2012). Retrieved from http://www.corestandards.org/ Itse nets student standards 2007. (2012). Retrieved from http://www.iste.org/standards/nets-forstudents/nets-student-standards-2007 Kappel, J., Pignataro, A., & Romano, A. (2013, June 17). September 11 2001 weebly. Retrieved from http://terrorism91101.weebly.com/ Kleinfield, N. (2001, September 12). U.s attacked hijacked jets destroy twin towers and hit pentagon in day of terror. The New York Times. Retrieved from http://www.nytimes.com/learning/general/onthisday/big/0911.html McCue, J. (Performer) (2012). Jason mccue: Terrorism is a failed brand [Web]. Retrieved from http://www.ted.com/talks/jason_mccue_terrorism_is_a_failed_brand.html Romano, A. (2013, June 7). Glogster.com. Retrieved from http://aromano09.edu.glogster.com/terrorism/