Strategies for the unit are designed to reach the unit objectives. Strategies also incorporate standards from the New Haven Public Schools’ History Curriculum and the Connecticut Social Studies Content and Performance Standards (including CAPT, Connecticut Assessment and Performance Test).
Brainstorming, anticipatory guides, simulation, and guided research will be employed to reach unit objectives. Brainstorming and anticipatory guides are employed as assessment tools for checking a student’s prior knowledge and as non-threatening invitations for student participation. I find the non-threatening nature of these tools- there is no really wrong answer- encourages student involvement in new units. Often students are proud to share even anecdotal evidence. Of course it is a bonus when one or two students prove to be knowledgeable in the subject area. Brainstorming and anticipatory statements can be very beneficial for assessing the range of student understanding. Examples of brainstorming activities include:
- asking students to name countries that they think have had wars or conflict over water resources.
- asking students to name natural factors that contribute to water conflict among nations
- asking students to name political, economic, and environmental factors that may cause water conflict among nations.
- asking students to suggest solutions to specific water conflicts
Examples of written anticipatory guides include giving a constructed list of true/false statements that students will complete before beginning a reading activity. The anticipatory guide is designed to be five to seven statements long. It also serves as a useful assessment tool for prior knowledge. However it is best used as a lead to reading for specific information. Following a five to seven minute opportunity to complete the assessment, readers are then instructed to find proof to back up their answers by locating evidence in the reading and writing the page number and/or a citation on the anticipatory guide. Because students will need to defend their answers, lively discussion will hopefully follow this activity.
Examples of anticipatory statements include:
Before reading about the Unified or Johnson Plan for countries sharing the Jordan River in the Middle East students would respond true or false to the following statement:
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Under a plan proposed in 1953 by Lyndon Johnson, a special envoy of the Eisenhower administration, Jordan, Syria, Lebanon, and Iraq agreed on priority use of Jordan River water and its tributaries.
Before reading about water conflict between Turkey and Middle Eastern neighbors students would respond true or false to the following statement:
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In 1990, Turkey reversed its decision to construct the Ataturk Dam, which would have diverted water flow from Syria and Iraq in exchange for rights to oil in Syria and Iraq.
Following the completion of five to seven statements like those included, a hunt for the correct answers within the reading begins. Students must cite the page numbers and paragraph numbers where evidence to support their answers can be found.
A simulation will also be used to begin the unit. The simulation will lead students to experience natural, political, and economic factors that contribute to water conflicts.
A research project on an international water rights issue will be completed as the culminating activity of the unit. The final project will be done in the form of a short paper of 4-6 pages. It will be accompanied by a presentation in front of the class. Students will be encouraged to construct their presentation in PowerPoint. However alternative forms of presentation such as poster board and overhead projector transparencies will be allowed as alternatives. All presentations must meet criteria explained in the project rubric.
Preparation for the paper and assessment of the paper will contain activities aimed at facilitating student’s achievement of objectives and demonstrating proficiency at state competencies. Employment of a cooperative exercise, use of technology, reading for information are incorporated to help students reach these objectives. Evaluations that make use of rubrics are also included.
