M. Burgess & J. Cummins
Social Studies
Primary—Student will be able to make a contribution functioning as a member of a (team) group, and to perceive the opportunity (value) of power within a group.
Secondary—
(a) Student will be able to make oral presentations.
(b) Student will be able to write simple or compound sentences.
Motivation—Class should be shown pictures, and slides of various groups that the class is familiar with. The class can be then asked if they can identify the leader or function of the group by positioning of members or dress. At least two of the groups should be listed on the board. The following information should be listed for each group (a) the function of the group, (b) possible criteria for leadership of the group, (c) the skills needed and possible duties of the membership.
Activity—Divide class into odd numbered groups. Use either pre-selected group leaders or have groups elect a leader. Group leaders will proceed to open sealed envelope and read instructions (ex. (1) group leaders can only vote in case of a tie, (2) group leader can appoint group members to the following positions—timekeeper, ballot collector/counter, recording secretary. Group leader will then open manila envelope and pass out to each group member needed materials—assignment sheet, ballot slips, and reply sheet.
Assignment sheet—Groups must decide the criteria that will apply to anyone who runs for a school office or (seeks) attempts to try out for a varsity team.
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A. Class: at least a Freshman, Sophomore, Junior
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B. Grade Average: at least A, B, C, D
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C. Recommendations by Teacher: at least 1, 2, 3, 4
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D. Student Signature: at least 25, 50, 75, 100
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E. Attendance: previous year no more than 5, 10, 15, 20 days absent
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1.
Group
Leaders
will inform the groups that they must (by law) respond to at least 3 of the possible criteria [A,B,E]
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2. Group leader will entertain motion from group members as to which topic will they pursue first.
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The Ballot collector/counter will collect ballot—announce results.
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3. The Group leader will entertain motion for time limit for discussion. Ballot collector/counter will follow same procedure.
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4. The Group leader will present potential criteria A, and entertain discussion. Timekeeper will ensure that agreed upon time frame is kept.
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5. This procedure will continue unless a motion is carried to delete C or D.
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6. When a complete packet has been reached (a) A,B,E, (b) A,B,C,E, (c) A,B,C,D,E—group leader will call for a vote on the entire packet.
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7. Students who vote against entire package will write a minority opinion (why they think it should not be used). Students who vote for the packet will write a majority opinion (why they believe it should be used).
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8. Group members will select a member to present the groups recommendation to the class. The group leader will appoint someone—to present the minority opinion if one exists.
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IV. Unit Objective: Student will be aided in the development of a data base that will serve them well regardless of future educational or career goals.
Information relevant to the construction of a data base model should reflect two basic categories, reinforcement and Phase in—Phase out. Reinforcement relates to materials and skill development that remains constant during the life of the model. Phase in—Phase out relates to information that is emphasized then phased out in order that new information can be emphasized in its place. This does not mean that phased out material is disregarded. It is simply not emphasized to the same degree as the new. It is most important that this base model be used in more than one of a students classes. It is not crucial that specific lessons be derived from the base model as it is for the information and/or skill development to be incorporated within the structure of a particular discipline. The following examples suggest information and skill development that could be utilized in a base model.
Examples:
Reinforcement
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Phase In—Phase Out
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Library Usage skills
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Word List
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Punctuation
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Mathematical Symbols
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Life Skills (careers)
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Life Skills (careers)
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