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= DAILY LESSON GAME PLAN = = Lesson Plan #3 = = DIGITAL STORY-TELLING =

** LESSON TITLE: ** A comprehensive view of All Casts in Ancient India
= GOALS =
 * GRADE LEVEL: ** HIGH SCHOOL 9TH RIVER VALLEY CIVILIZATIONS

CONTENT STANDARDS:
cust traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations of past civilizations
 * · Know the social and economic characteristics, such as
 * · Know some important historic events and developments
 * · Interpret and analyze documents and artifacts related to

significant developments and events in world history. the world’s early civilizations (e.g., African, Greek, Roman, Egyptian, Indian, Chinese)
 * · Investigate the important achievements and accomplishments of

ISTE NETS-S

 * Creativity and innovation
 * Communication and information
 * Research and information fluency
 * Critical thinking and problem-solving
 * Digital citizenship
 * Technology operations and concepts

Instructional objectives:
= ACTION =
 * Examine a primary source document: listen Podcast of a Dalit man from India
 * Evaluate his life as a member of the lowest cast in India
 * Analyze his efforts to change the social and political tradition of case in India
 * Compare and contrast his struggle to those of other peoples in similar circumstances in the world and possible solutions for solving his problem.

Before Class Preparation: Teacher will proof-read students' outlines of the written storyboard "script." Teacher will make sure that all necessary digital equipment: laptops. Webcams and check the sound system to ensure that they are working. = MONITOR  =
 * Time || During Class || Materials and Resources ||
 * 20 minutes || Students write a paper format of a story board telling the stories of the lives of persons that || \PC Computers or laptops with internet access ||
 * 15 minutes || Students will take notes as they listen to the podcast about the details of the Dalit person's life || pens, pencils, and notenooks ||
 * 20 minutes || Students will develop a digital Problem-Solution chart listing the problems that the subject has to face and his possible solutions ||  ||
 * 20 minutes || Students will use the internet to research possible solutions to the problem || PC Computers or laptops ||
 * ONGOING ASSESSMENT **: Teacher will monitor students to assess whether or not they have arrived at the problems the subject has to face and any possible solutions for his situation.

Lesson plan #2


 * TECHNOLOGY USE FOR MEANINGFUL CLASSROOM USE **

** Daily Lesson GAME Plan **
** Les LLesson Title: ** Attempts to Change the **Related Lesson:** Effects of Caste System in India Cas Caste System in India ** GrG Grade Level: ** High School – 9th Grade **Unit:** Early River Valley Civilizations

** GOALS **
** Con Content Standards (NY State Standards) ** Know the social and economic characteristics, such as cu c customs, traditions, child-rearing practices, ways of  m ma making a living, education and socialization practices, gend gender roles, foods, and religious and spiritual beliefs that d distinguish different cultures and civilizations Know some important historic events and developments o of p of pasts civilizations Interpret and analyze documents and artifacts related to signifi significant developments and events in world history. Investigate the important achievements and accomplishments of the w World’s early civilizations (e.g., African, Greek, Roman,  Egyp Egyptian, Indian, Chinese) ** IST I ** ** ISTE NETS –S **

1. Creativity and innovation 2. Communication and collaboration 3. Research and information Fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts

** Instr Istructional Objectives: ** · Students will be able to identify and evaluate the effectiveness of attempts to change the caste system in India throughout history. · Students will compare the Indian caste system to other systems of legal segregation in World history. · Students will create a wiki showing their findings of each attempt to change the cast system and their successes and/or failures.

ACTION and the video “Lesser Humans”: [] Teacher will organize the class into six groups (more if needed) Research will be scaffolded and shared in a wiki where one group researches one aspect of the wiki task and the “sister” group researches another aspect in order to create a complete digital research assignment.
 * Before-class preparation: ** Teacher will listen to the podcast: “Breaking the Bonds of Tradition” Breaking the Bonds of Tradition focuses on several remarkable people in India who have said "no" to prejudice and low expectations. An Against the Odds documentary produced by Ellis Cose and distributed by Public Radio International (PRI). This podcast gives the first hand account of a man who is a Dalit, the lowest cast in India in 2007. Here, he describes his fight to overturn the caste system as he experiences it. []

** During Class **

and complete a “Who, what, when, where why and How” chart summary of the film || Laptop and word processing software; internet access || Students will write an “I” poem about the main character of the podcast. || Laptop and word processing software; internet access || minutes || Students will conduct an internet search using Yahooligans, Google or Bing to find websites that can give them information about attempts to change the caste system in India. Partner-groups will research use the same search engines to find information about **hierarchy, segregation, apartheid and caste** and then post it to the wiki. || Laptop and word processing software; internet access ||
 * ** Time ** || ** Instructional Activities ** || ** Materials and Resources ** ||
 * 20 minutes || Students will use Merriam Webster online dictionary to work with their group members (no more than three students) to define the words: **hierarchy, segregation, apartheid**
 * and caste ** students will complete a Frayer Model handout for each word. To accommodate visual learners students will draw or find a picture online (//following Creative Commons guidelines for copyrighting//) and include it in the Frayer Model as an example of the word. || Laptop computers; word-processing software; internet access, paper and colored pencils/markers/pens ||
 * 20 minutes || All students in their groups will watch the film: “Lesser Humans”: []
 * 20 minutes || All students will listen to the podcast: “Breaking the Bonds of Tradition” []
 * 20
 * 15 minutes || Students will post their reactions and reflections on the content as they investigate it. They will each write a brief summary comparing and contrasting India’s caste system to one other similar system. || Laptop and word processing software; internet access ||

MONITOR ** Ong Onoing Assessment: ** Teacher will evaluate student for engagement in researching the subject matter. Teachers will also interview students for feedback regarding the content and significance of their discoveries regarding systems of legal segregation globally. ** Accommodations and Extensions: ** This lesson will provide opportunities for both ELL students and students with learning disabilities to access information in a variety of differentiated formats and allow them to develop vocabulary skills especially in the introductory section of the lesson. These students will also benefit from the ongoing dialogue with their peers about the content of the research.

** Moni Monitor: ** Back-up plan: In the case that the Internet is not working teachers will provide handouts containing reference materials for each group.

Lesson Plan #1


 * TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE **

=DAILY LESSON GAME PLAN=

**LESSON TITLE:** THE CASTE SYSTEM IN INDIA TODAY **RELATED LESSON:** EFFECTS OF THE CASTE SYSTEM IN INDIA

 * GRADE LEVEL:** HIGH SCHOOL 9TH GRADE **UNIT:** RIVER VALLEY CIVILIZATIONS

= = =GOALS=

CONTENT STANDARDS:

 * · Know the social and economic characteristics, such as

customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations


 * · Know some important historic events and developments

of past civilizations


 * · Interpret and analyze documents and artifacts related to

significant developments and events in world history. the world’s early civilizations (e.g., African, Greek, Roman, Egyptian, Indian, Chinese)
 * · Investigate the important achievements and accomplishments of

ISTE NETS-S

 * Creativity and innovation
 * Communication and information
 * Research and information fluency
 * Critical thinking and problem-solving
 * Digital citizenship
 * Technology operations and concepts

Instructional objectives:

 * Examine a primary source document: listen Podcast of a Dalit man from India
 * Evaluate his life as a member of the lowest cast in India
 * Analyze his efforts to change the social and political tradition of case in India
 * Compare and contrast his struggle to those of other peoples in similar circumstances in the world and possible solutions for solving his problem.

=ACTION=

Before Class Preparation: Teacher will listen to and evaluate the podcast for its effectiveness in class. Teacher will prepare the appropriate materials for class ahead of time.

The film will be made in five-minute intervals giving brief explanation of the each caste group's life. ||< PC Computers or laptops ||
 * < Time ||< During Class ||< Materials and Resources ||
 * < 20 minutes ||< Write a paper outline of the digital story for the digital story. They will find the main ideas about each member is the cast. The class will be divided into groups of no more than five students. Each group will then disband and jigsaw with one group member from each group forming new groups with members who have researched EACH caste-system ||< PC Computers or laptops with internet access ||
 * < 15 minutes ||< Students will take notes as they listen to reports about the details of each person's life ||< pens, pencils, and notenooks ||
 * < 120 minutes ||< Students will develop a digital storyboard giving these details regarding each group:
 * Their Hindu rank
 * Their occupation
 * Social position
 * Daily life of the individual and family
 * Rituals, rites and ceremonies associated ||<  ||
 * < 80 minutes ||< Students will have a choice of using Ustream, Jing or Photobooth (macintosh) to film and/or edit their film.

= MONITOR =
 * ONGOING ASSESSMENT**: Teacher will monitor students to assess whether or not they have accurately portrayed each group correctly. Students will write a reflection explaining their experience and how they could have improved. Students will make suggestions for alternate approaches to making the project more effective.

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