Videos Worth Streaming for Social Studies
For educators that teach about global events and human interactions this is a professional resources worth getting trained about. Facing History is an excellent program that focuses on problem based education using historical events as a lens toward changing the future.
This video makes a nice connection between geography and real life application. It also showcases the use of Google Earth as a way to study geography
This particular video I discovered using the Khan Academy app for the I Pad. As a teacher of Ancient Civilizations, I liked how they explain the importance of the art to impressing visiting people to the Assyrian palace.
This clip discusses the importance of inventions in science and technology in China and the influences these have had upon the world.
This clip demonstrates the process of pyramid building and the strain it takes on the bodies of those that built the pyramid for Khufu's Great Pyramid at the Giza Plateau.
Dr. Zahi Hawass shares his passion for being an Egyptologist.
Discusses Cleopatra VII as a monarch and her accomplishments of her reign.
Many students are familiar with the movie 300. This video from the History Channel gives a more detailed perspective on what goes into the training of such a military force as the Spartans.
A nice overview of Ancient Mesopotamia. There is discussion of Ziggurats, city-states, cuneiform, Epic of Gilgamesh, and Babylon.
Lesson Plan
What might a lesson look like that integrates internet based video? See below for more information.
Unit: Ancient Egypt Grade: 6
Essential Questions: What role does religion play in shaping a civilization? How does geography influence civilization?
Learning Goal: Students will be able to analyze the geographic features effect upon Egyptian civilizations to determine if this location was better than that of the Mesopotamians. Students will analyze the impact that religious beliefs of the Egyptians had upon various aspects of civilization.
Lesson/Checking for Understanding/Assessments (formative/summative):
Introduction: As an introduction to the unit on Egypt students will complete an admit slip answering the following questions: What do you know about Egypt? What do you want to know about Egypt? Students will have 5-10 min. to answer this question independently. Then students will share out their responses as a whole class. The classroom teacher/aid/ or student volunteer will type in a KWL chart students responses in the appropriate box while projecting using an LCD projector for all students to see. This is so the document can be printed and the what we learned can be filled in as we progress throughout the unit.
Activities and Procedures:
1. Unit Introduction
a. Students will create a foldable of the key places, people, and vocabulary associated with the study of Ancient Egypt. Modifications will be made for low level learners to expedite this process. The foldable will be broken up into 4 sections: Geography of Egypt, Egypt’s Old Kingdom, Egyptian Empire, and Kush.
b. Student that have mobile devices can input this information into GFlash Pro.
c. For lower level learners, there will be review material available in see.touch.learn app on the Sped IPads.
2. Daily Procedure
a. Students will review foldable or mobile learning device for 15 min. to self-quiz on key vocabulary relating to the content.
b. Students will read chapter 2 of text on ancient Egypt and complete active note taking guides for each section. As a class we will go over this content on specific checkpoint dates. Throughout the unit on Egypt students will view video clips embedded into 3D GameLab, Assistments, or as a whole class activity.
i. There will be several video reinforcements of the content. As an entire class throughout the unit we will view segments of Engineering an Empire: Egypt. The teacher will break these clips down into 10 min. segments. During which time students will take notes on at least 7 important facts relating to the clip. We will then do a whole class share where students can add additional information to their.
ii. The following videos will be embedded into an Assistments session with specific questions relating to the video content for students to answer. Students scoring below a 65% will be required to revisit this question set.
1. http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078750502&VIDEO=2496&CHAPTER=2&MODE=2
2. http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078750502&VIDEO=2497&CHAPTER=2&MODE=2
3. http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078750502&VIDEO=2497&CHAPTER=2&MODE=2
4. http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078750502&VIDEO=2499&CHAPTER=2&MODE=2
i. The following videos will be embedded into 3DGameLab as quest based learning assignments in the Egypt Quest chain.
a. http://youtu.be/gVgLoJrhRj8 - Students will reflect upon which the study of history is important after viewing this video in an open response format.
b. http://video.nationalgeographic.com/video/national-geographic-channel/specials-1/history-events/ngc-khufus-egypt/ - Students will describe the process of building a pyramid. Students will identify why someone would want to be a pyramid builder (focusing on religious beliefs). Students will identify why someone would not want to be a pyramid builder (focusing of the physical wear and tear).
c. http://www.history.com/shows/chasing-mummies/videos/meet-zahi#meet-zahi – What makes Zahi Hawass good archaeologists? Would you want to work with him discovering artifacts and tombs in Egypt? Explain your answer.
d. http://www.history.com/shows/chasing-mummies/videos/vip-sphinx-tour#vip-sphinx-tour
http://www.history.com/shows/chasing-mummies/videos/vip-sphinx-tour#vip-sphinx-tour
Students will reflect upon what makes the Sphinx such an important artifact. What does it represent? How is it unique given when it was made? Who was the Sphinx made for?
c. Exit Cards – Each day students will reflect upon their learning. Students will complete an exit card or ticket to leave on 3 things they have learned, one question they have or thing they didn’t understand, and one thing they want to know more about related to the topic. For students using 3D Gamelab as part of their learning process this can be done digitally.
3. Writing Project – Students will have a RAFT project to complete where they chose a role in society and reflect upon what it would be like to be that individual creating a blog, scrapbook, travel brochure, or speech to demonstrate learning.
Homework: Students that have internet access at home can view assignments in GameLab & Assistments at school or home to meet their deadlines/checkpoints.
Pre-Assessment:
___Learning Style Inventory
_x__KWL Chart
_x__Pre-test
___Mult. Intel. Inventory
___Questioning
___Other:
___Interest Inventory
___Demonstration/Activity
Post-Assessment:
Students will have quizzes on each section of the chapter to check their progress thoughout the unit.
_x__KWL
_x__Quiz
___Activity
_x__Exit Card
___Homework Assignment
_x__Writing Assignment
___Discussion
___Observation
___Other:
Bloom’s Level of Student Engagement (check all that apply):
x
Recall of information (knowledge)
Breaking down information into its parts (analysis)
x
Understanding information (comprehension)
x
Putting information together in new ways (synthesis)
x
Using information in a new way (application)
Making judgments/justifying positions (evaluation)