| |
Fertilizers,
Pesticides and Human Health-
American Lessons
 |
|
|
Big
Idea
|
Migration
defines America! Movement from place to place plays a strong
role in the United States. American history is about the
people who have been forced to move against their will
as well as the people who voluntarily moved in their quest
for survival or a better life.
|
Essential
Question |
Historically,
why do people move to live elsewhere? Do they all have choices? |
Learning
Cycle
|
Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
|
What
is migration?
Migration is defined. Concepts like voluntary, and push and
pull factors are also investigates. |
1.
Through individual research and shared class discussion students
will be able to identify the difference between forced and
voluntary migration.
2. While workingin pairs students will identify if push and
pull factors are caused by political, social, economic, or
environmental influences.
|
Week
1- 1-2
class
periods
|
Explore/Explain
|
American
Migrations Timeline.
The U.S. is often defined as a
country of immigrants but a more appropriate way to state it
would
be that we are a country of migrants. Exploring migration in
America. |
1.
Create a list of migrations in America applying prior knowledge
and textbook research
2. Conduct individual research of a particular episode of
migration and write a two-page essay communicating their
findings.
3. A matrix of student research will be compiled from student
presentations of their research.
|
Week
1 & 2
6
class periods
|
Apply |
A
Country of Migrants.
Differentiation between immigrants and Migrants is made. |
List reasons
in support or rejection of the United States being a country
of migrants through a written statement and discussion. |
Week
2 -1
Class
period |
--Top--
Big
Idea
|
Forced
Migration of the Native populations! The government's need
for land and resources led to government enforcements putting
Native American communities in the U.S. into mandatory
reserved lands, imposing how they should use that land,
and forcing their children to attend government run boarding
schools.
|
Essential Question |
Why
are the Native American reservations? |
Learning
Cycle
|
Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week |
Engage
|
This
land is my land, that land is your land!
The movement of
the Native populations begins. |
Define
and describe reservation and the relationship between the
U.S. Government and Native tribes through individual textbook
research and class discussion.
|
Week
2-1
class
period |
Explore/Explain
|
Forced to move in more ways than one.
The Indian Removal Act (1830), Dawes Act, and the Boarding Schools. |
1. Identify the reasons for a particular episode of Indian movement
by conducting individual research amd writing a report.
2. Create a Venn diagram using group research materials.
|
Week
3 & 4-6
class
periods |
Apply
|
Changing
Opinions
Sudents reflect on how their ideas of the Native
American experience might have changed after the lessons
learned. |
Compare their preconceptions of Native American movement
with their current perceptions and identify why they have
changed.
|
Week
4-2
class
periods |
--Top--
Big
Idea
|
Voluntary
Migration in order to survive the Depression by looking
for alternative jobs and lodging. Understanding the Depression,
including the Dust Bowl, and how people migrated from
job to job, to and from cities, and from their farms
as they were pushed by economic and environmental factors
to abandon their homes and farms in a quest for work,
food and lodging.
|
Essential
Question
|
What
are the environmental factors that led to the Dust Bowl? |
Learning
Cycle
|
Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
|
Brother,
can you spare a dime?
Introduction to the Great Depression. |
Through song analysis and group discussion, students will
identify the qualities that represented the Great Depression.
|
Week
4-2
class
periods
|
Explore
|
Economic
Crash and Recovery!
The Great Depression and the New Deal initiatives. |
1. Compile research notes on the Great Depression through
library and internet research that will help them identify
why it occurred and how it affected people.
2.
Students will individually research a New Deal policy
and then orally present their findings to the class in
order to create a class matrix on the different New Deal
policies of the Great Depression.
|
Week
5-5
class
periods
|
Explain
|
I have a Story to tell!
RAFT Activity on the depression and the dust bowl to relate
how the depression affected people's lives. |
Using the RAFT learning strategy, students will write a
story reflective of an individual from the period of the
Great Depression. Analyze the story by addressing whether
the RAFT writing guidelines have been met.
|
Weeks
6-2
6 days
|
Apply
|
Finding Patterns in Times of Crisis
Social, Political, Economic, and Environmental factors of the Great Depression and how they could have been avoided are addressed.
|
Work in collaborative groups to develop a mind map or web
identifying cocnepts and examples that succinctly illustrate
the Great Depression always applying what they have learned
in previous lessons. |
Week
6-2
class periods
|
--Top--
Big
Idea |
Marginalized
Laborers and the Migrant Field Workers. Workers fight
for equal rights that address safer working and living
conditions with a strong feature on Migrant field workers,
the UFW movement, and pesticide awareness. |
Essential
Question |
How
can exploitation of the migrant worker compromise their
health? |
Learning
Cycle |
Lesson
Title & Description |
Objective
Students will: |
Class
period & week |
Engage |
Voluntary
International Migrants and Unions.
Miners fight for human and
work related rights set the pace for later movements like
that of the field migrant workers. |
Students
will document information about the UMWA and black lung
disease through class discussion of relevant readings. |
Week
7 -1-2
class
periods |
Explore |
The
United Farm Workers and Pesticides. Cesar Chavez, Dolores
Huerta and the creation of the UFW. |
Answer a series of research questions through internet
research.
Write a brief history of the UFW using research notes
compiled.
Create resumes of Cesar Chavez and Dolores Huerta
by conducting biography research. |
Weeks
7 - 4
class
periods |
Explain |
Finding
a Voice
Cesar Chavez the speech maker and Dolores Huerta the lobbyist. |
1. Analyze speeches and articles by outlining their content.
2.
Create a list of dominant themes used in speech and article
writing through class discussion and participation. |
Week
8-2
class
periods |
Apply |
Finding your Voice
Writing a speech and slogan in support of a current pesticide awareness month. |
Write a speech and create a slogan through analysis of current
issues articles dealing with pesticide use. |
Weeks
8-2
class periods |
--Top--
|
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