Iraq

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Iraq today is in turmoil; it is considered unstable economically and politically. Prior to the United States’ invasion, Saddam Hussein, who was known as a brutal dictator, was responsible for the torture and death of Iraqi citizens. This seminar will provide insight into the life and death of Iraqi citizens under the Hussein regime. Learning Target: I can create a logical argument explaining why Saddam Hussein’s actions in Iraq needed international intervention.StandardsCC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.CC.1.2.11–12.E - Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Material Type: Lesson Plan

Author: Tracy Rains

Boko Haram

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The term “Islamist extremist” has become commonplace in our vocabulary. Understanding the background of extremist groups and the reaction from the international community is vital in defeating these groups. Boko Haram is an extremist group that caught the attention of the world when they kidnapped almost 300 girls and forced them into marriage and harsh labor conditions. This seminar outlines the establishment of Boko Haram, human rights atrocities occurring in Nigeria, and the response from the international community.StandardsCC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. 

Material Type: Lesson Plan

Author: Tracy Rains

Auschwitz-Birkenau

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The German Nazis were responsible for the systematic killing of millions of Jews.  Hitler called it “The Final Solution to the Jewish Problem.”  There were concentration camps set up throughout German controlled territories.  This seminar will focus on the largest and most notorious camp, Auschwitz-Birkenau, located in German-controlled Poland.StandardsCC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.

Material Type: Lesson Plan

Author: Tracy Rains

Problem Based Module: Human Rights

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In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

Material Type: Lesson Plan

Author: Tracy Rains

Pay to Play?

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College athletics are a billion dollar industry. Universities, coaches, the NCAA, and television companies make millions and even billions of dollars a year off the entertainment provided by student athletes. This seminar will examine the controversy surrounding the issue of whether student athletes should be receiving a monetary stipend beyond scholarships. The seminar will allow the student to develop a logical argument on a controversial topic based on facts.StandardsCC.1.2.11–12.DEvaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.2.11–12.EAnalyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes the points clear, convincing, and engaging.

Material Type: Lesson Plan

Author: Tracy Rains

Performance Enhancing Drugs

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Athletes always try to gain an advantage over their opponent. They work out hard, meticulously watch what they eat, and in some cases take supplements. Some athletes even go to the extreme and take performance enhancing drugs, steroids, known as PED’s. This seminar will provide the learner the ability to acquire and integrate the knowledge of the history of performance enhancing drugs into today's sports world.StandardsCC.1.2.11–12.ADetermine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.CC.1.2.11–12.BCite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.

Material Type: Lesson Plan

Author: Tracy Rains

Professional Concussion

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Football and other sports are supposed to be fun and entertaining.  Professional athletes get paid extremely well for playing a game they love. As with any occupation, however, there is a dark side. These athletes endure injuries that can having lasting effects, some even life threatening. This seminar will provide an in-depth view of athletes who deal with the effects of concussions and some who could not.CC.1.3.9–10.BCite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.11–12.GIntegrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Material Type: Lesson Plan

Author: Tracy Rains

Problem Based Module: One and Done

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In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence. Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

Material Type: Lesson Plan

Author: Tracy Rains

Fake News: Bias in the Media

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The media plays an important role in how you interpret current events. The news media can use particular wording to sway public opinion. This seminar will help you build necessary skills to analyze and understand the media you consume to help you make informed decisions.StandardsCC.8.5.9-10.F: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.CC.8.5.9-10.I Compare and contrast treatments of the same topic in several primary and secondary sources.CC.1.2.11-12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.2.11-12.F Evaluate how words and phrases shape meaning and tone in texts.

Material Type: Lesson Plan

Author: Tracy Rains

I’m Not Biased, Am I? Understanding Implicit Bias

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Bias is a universal human condition. It is not a personal defect, but it is important to recognize your biases and manage them. We cannot cure unconscious bias, but we can address it. This lesson will provide you the opportunity to identify your personal biases. You have them, even if you think you don’t! You are encouraged to try this lesson so you can be more aware of your personal biases and take the necessary steps to reduce their impact on your life.StandardsCC.8.5.11-12.G 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.

Material Type: Lesson Plan

Author: Tracy Rains

“OMG, Have You Seen This?” Determining if an Article is Worth Sharing on Social Media

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According to a 2016 study, over 60% of U.S. adults get news from a social networking site.  These numbers are even higher if you focus solely on Millennials.  Millennials are people who reached young adulthood in the early 2000’s.  A 2015 report suggests that 88% of Millennials get their news from Facebook.  This seminar will show you how to sort through the hundreds of posts you read each day to determine what is factual information that is worthy of sharing with your friends.StandardsCC.8.5.9-10.D Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social scienceCC.8.5.11-12.H Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

Material Type: Lesson Plan

Author: Tracy Rains

Problem Based Module - #FakeNews: Social Media’s Role in the 2016 Election

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In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.This project will focus on the following:Habits of Mind: Questioning and posing problemsCritical Thinking Skills: Analyze/evaluateBegin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

Material Type: Lesson Plan

Author: Tracy Rains

“I Am Woman, Hear Me Roar!” The Second Wave of Feminism

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The first wave of the Women’s Liberation Movement (also known as “feminism”) occurred during the mid to late-1800s. The main objective was votes for women. In the mid-1960’s, the second wave of feminism appeared with a goal for women to obtain a stronger role in American society.  This lesson will examine the second wave of the Women’s Liberation Movement by exploring the changes in the traditional role of women and discovering the role that The Feminine Mystique played in those societal changes. You will discover how the Women’s Movement is still pushing for equality today.StandardsCC.8.5.9-10.D Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.CC.8.6.9-10.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Material Type: Lesson Plan

Author: Tracy Rains

“We Shall Overcome” Civil Rights Movement of the 1950s and 60s.

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The Civil Rights Movement for African American equality is one of the defining social movements of the 1950s and 60s.  Ordinary people took to the streets to demand equality.  This lesson will explore the various forms of protest that defined the movement.  Two of the most notable leaders of the movement were Martin Luther King, Jr. and Malcolm X.  While both men shared the common goal of equality, their approaches were very different.  Martin Luther King preached nonviolent civil disobedience, while Malcolm X demanded equality “by any means necessary.” You will examine famous speeches and articles written by both men to form your own opinion of which approach is more effective to have your demands met.StandardsCC.8.5.11-12.FCC.8.6.9-10.GCC.8.3.12.D

Material Type: Lesson Plan

Author: Tracy Rains

“...With Liberty and Justice For All.” Contemporary Civil Rights Issues

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Civil rights activist, Coretta Scott King, once said, “Freedom is never really won, you earn it and win it in every generation.” The signing of the Civil Rights Act of 1964 was a win, but it did not mark the end of the movement. This lesson will examine the numerous groups that are still fighting for civil rights today, including African Americans, Muslims, women, and members of the LGBTQ community. This lesson will provide you the opportunity to check your “privilege” and compare it with the groups who are fighting for equal rights to this day. You will be encouraged to keep an open mind while learning about each group and to listen with understanding and empathy.StandardsCC.8.5.9-10.D Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.CC.8.6.9-10.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.5.1.12.C Evaluate the application of the principles and ideals in contemporary civic life.Liberty / FreedomDemocracyJusticeEquality 

Material Type: Lesson Plan

Author: Tracy Rains

Problem Based Module: "Hands Up! Don't Shoot!"

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In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.This project will address the following:Habits of Mind: Thinking flexiblyCritical Thinking Skills: Analyze/evaluate

Material Type: Lesson Plan

Author: Tracy Rains

Civic Engagement

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There will always be issues that we disagree with and would like to see changed, but we tend to minimize our role in society. How many times have you thought to yourself, “I’m only one person”? This seminar will explain the important role you play in government. You might not feel like you play an important role, but you do! The “dem” in “democracy” comes from the Greek word demos, meaning “people.” There are many ways that you can be actively engaged in your local, state, and federal government. In this seminar, you will learn about the rights and responsibilities you have as an American citizen and what you can do to help on a small and large scale.StandardsCC.8.6.9.-10.C--Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5.2.9.C--Examine political leadership and public service in a republican form of government.5.2.9.D--Analyze citizens’ role in the political process toward the attainment of goals for individual and public good.

Material Type: Lesson Plan

Author: Tracy Rains

“Give Peace A Chance” Growing Opposition to the Vietnam War

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The 1960s and 70s comprised some of the most tumultuous eras in American history. The people were using their voices to express dissatisfaction with their government. This lesson provides a brief history of America’s involvement in Vietnam and surrounding areas. The focal point of the lesson is the resistance on the American homefront. In this lesson, you will discover first-hand how men were drafted for the Vietnam War and understand the draft’s role in the anti-war movement of the 1960s and 70s. You will analyze and interpret multiple primary source documents to consider anti-war sentiment in the United States.  StandardsCC.8.5.11-12.A: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CC.8.6.11-12.A: Write arguments focused on discipline-specific content.

Material Type: Lesson Plan

Author: Tracy Rains

The Power of Song: The Evolution of Protest Songs Throughout History

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In this lesson, you will examine how popular music reflects the diverse attitudes of the American people at different times throughout history.  Through hands-on activities, you will learn how music can empower people to fight for a common cause. You will discover how protest songs evolved throughout history. For the culminating activity, you will create an annotated playlist of your top ten protest songs of all time.StandardsCC.8.5.9-10.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Material Type: Lesson Plan

Author: Tracy Rains

Problem Based Learning Module: Can Hashtags Change the World?

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In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.This project addresses the following:Habits of Mind: Creating, imagining, innovatingCritical Thinking Skills: Analyze/evaluate

Material Type: Lesson Plan

Author: Tracy Rains