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Technology Guide to Teachers’ Domain Workshop: Introduction to Teachers’ Domain Workshop: Using Teachers’ Domain in the Classroom Workshop: Using Folders and Groups Workshop:

Resources:
The following video can be used after reading the background of the case and before reading the decision. McCulloch v. Maryland

I will use the following resource as a preview to the chapter on Lincoln's life. Lincoln Moral or Political?

The following resource is a 5 minute video on the Cherokee removal in the 1830 Indian Removal Act under President Jackson. Trail of Tears Video Resource

**CIVIL RIGHT'S MOVEMENT Focus, Frame and Follow-Up**
Focus:. Students will complete a P.I.C. (Purpose, Information and Connections) on the Interactive Timeline to act as a preview. Students will Identify the Purpose of the Interactive Timeline after they examined several of the headings, viewed the dates and watched one video. They will record the main idea of the Interactive Timeline under Purpose. Next, students will specifically record 4-5 specific bits of information they will learn as they delve deeper into the Timeline. They will simply list the more specific bits from 1-5 under Information. Lastly, students will record 2-3 connections. Connecting what they know to what they think they will learn about to prior knowledge. They will do this under Connections.

Frame: Students will read the information and watch the coorresponding videos for the following dates/events:

1955, December - Montgomery Bus Boycott (watch video) 1956, December - Gayle v. Browder 1956, December - Segregated Bus Protested in Birmingham 1957, May - Prayer Pilgrimage 1957, Sept - Little Rock Central High School Integrated (watch videos and view photos) 1960, June - Sit In's Begin 1960, April - SNCC founded 1961, May - Freedom Rides Begin 1963, Aug - March on Washington

Students will complete a 4-Column graphic organizer comprised of the following columns: event date, title; event description in own words- 10 words or less; type of protest (march,rally, sit-in, etc. ); rank from 1-10 the most effective protest and why.

Follow-up: Create a 3 frame un-motion picture. Student chooses the three most important images from what the student viewed from the above events. Student creates a script that would accompany the images explaining them to someone that knows nothing about the Civil Rights Movement. The script must include relevant information from the above events (info from all 4 columns).

**MIRANDA v. ARIZONA, Focus, Frame and Follow-Up**
Focus: Students watch a 30 second video clip from Law and Order - Special Victims Unit (SVU) where Mariska Hargitay arrests an alleged criminal using the Miranda Warning. Teacher begins by saying we've all heard the Miranda Warning. Can anyone recite it? Whether or not students can, the teacher provides the Miranda Warning to all students. The teacher asks students to read it, mark it up and then predict based on the Warning, Why is the Miranda warning a required statement that all arresting officers MUST read to someone being arrested?

Frame: On the back of the Focus paper, teacher provides 4 questions to be answered while watching the short film. 1) What are 4 sequence of events that occurred up to and during the Miranda v. Arizona case? 2) What Amendment Right does the Miranda fall under? 3) What could happen to police officers if the warning is not read? Why is this significant? 4) Why is the Miranda warning a required statement that all arresting officers MUST read to someone being arrested?

Follow-up: Think/Write/Pair/Share Debate. Do you believe that the Miranda Warning is fair? Why or why not? Teacher will stage a brief debate where half of the class believes that the Miranda Warning is fair, and half of the class believes the opposite. See the Debate Format Attached.

Original TD Lesson: Conflict Over Western Lands
In a computer lab, students sign on to Teacher Domain to be able to save their work and to complete the activities embedded in the Lesson. Students, work individually to complete the Self-Paced Lesson with the following adaptions:

Activator - Comparing Maps. Use the following activity as an activator to allow time for students to assess the larger picture of how westward expansion affected Native American tribes. Students infer using maps and prior knowledge what happened to Native Americans as a result of westward expansion using the document below.



Formative Assessment/Cumulative Assessment: Use the document below to record student work:

McColloch v. Maryland- Case of Nationalism media type="file" key="bf09_vid_mccmaryv.mov" width="300" height="300" Students will read and Mark-Up the Text book page on McCulloch v. Maryland. Students will watch the video and using the info from the text, and the video, they will complete a Sequence of Events in 2 Column Notes outlining the events in the case. As a class we will review the case and the sequence of events. Students will be asked to fill in the Left Side Question, "So What? Why is this case significant?" as an informal assessment. Students will be asked to underline key terms that are essential to writing a Summary. As a class we will review the Key terms, and for homework students will have to write a 2-3 sentence summary underlining the key terms/people.



[|Andrew Jackson Lesson]

[|Battle of Horseshoe Bend Lesson]

[|CONFLICT OVER WESTERN LANDS]