First Day!
1. Introductions and Course overview
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
socials_9_course_outline.docx | |
File Size: | 753 kb |
File Type: | docx |
2. Two truths and a lie- Hand out scrap paper and have the students write on it. Do 2 of the students slips per class until they're all gone.
3. ALL ABOUT ME Survey
3. ALL ABOUT ME Survey
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
all_about_me.docx | |
File Size: | 16 kb |
File Type: | docx |
4. Play THE GAME as a fun way to get students active, moving and checking their listening skills.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
the_game.rtf | |
File Size: | 42 kb |
File Type: | rtf |
Day 2
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
swat_questions_ss9__1_.docx | |
File Size: | 4292 kb |
File Type: | docx |
1. Play the game SWAT to start class, fun way to see what they already know about history and war. You will need to split the class into two teams (simply divide it down the middle) Use the laminated color copies or print two sets of the pictures and tape them to the white board. You will need two fly swatters up at the front of the room, one for each team, you will then draw or call upon one person from each team and read them a question. They will then have to run up to the front of the room, grab the fly swatter and smack the picture of the question, they can keep guessing until one of them is correct. The winning team gets a prize.
2.As a class, brainstorm a definition for "Critical Thinking" Have them talk in partners first as to what they think it may be. Gather as a class and write on the board each group/pairs definition is. Then come up with one as a class.
3. What would be our class definition? Create it together.
4. Does any student have an example they would like to share of when they did/did not think critically?
2.As a class, brainstorm a definition for "Critical Thinking" Have them talk in partners first as to what they think it may be. Gather as a class and write on the board each group/pairs definition is. Then come up with one as a class.
3. What would be our class definition? Create it together.
4. Does any student have an example they would like to share of when they did/did not think critically?
Day 3
1. Have someone give an example of thinking critically.
2. Look at the ministry's definition of critical thinking.
Critical Thinking and Reflective Thinking | Building Student Success - B.C. Curriculum (gov.bc.ca)
We are going to look at Analyze n' Critique and Question n' Investigate.
3. Watch the House Hippo Video and then have a discussion about why? what is the significance of this video with thinking Critically.
2. Look at the ministry's definition of critical thinking.
Critical Thinking and Reflective Thinking | Building Student Success - B.C. Curriculum (gov.bc.ca)
We are going to look at Analyze n' Critique and Question n' Investigate.
3. Watch the House Hippo Video and then have a discussion about why? what is the significance of this video with thinking Critically.
4. Distribute several photos of real and fake items around the room. Pasted to white boards, mini-whiteboards or chalkboards. Students have to ask as many critical thinking questions as possible during a "Gallery Walk." There is a slideshow of the pictures below on the website. There is also a video students can choose to watch/comment on. It will play on the teacher's laptop or the LCD screen.
5. Teacher will demonstrate with the Trump VS Hitler Chart doing a class "Fishbowl" to show how teacher would question validity of the item.
-Look at the picture, why chose those ones?
-What else did Hitler do? Trump? Are these facts true? What is not listed? How do we check? When you reduce something to simplistic lists, you miss the complexity?
Who made the list?
Potential Ideas:
no sources
-vague ideas
-unflattering picture to make you see him a certain way
--no quotes or specific examples
-missing complexity of ideas
-biased
-Look at the picture, why chose those ones?
-What else did Hitler do? Trump? Are these facts true? What is not listed? How do we check? When you reduce something to simplistic lists, you miss the complexity?
Who made the list?
Potential Ideas:
no sources
-vague ideas
-unflattering picture to make you see him a certain way
--no quotes or specific examples
-missing complexity of ideas
-biased
During Gallery Walk, please respond to the following questions:
Is the item real or fake?
How do you know?
What features make it seem real?
What features make it seem fake?
What questions do you have about reliability?
Is the item real or fake?
How do you know?
What features make it seem real?
What features make it seem fake?
What questions do you have about reliability?
6. Check and see what pictures were real and fake, how did the class do?
20 Fake Viral Photoshopped Images That People Believed Were Real (121clicks.com)
20 Fake Viral Photoshopped Images That People Believed Were Real (121clicks.com)
|
Day 4 -Fake News
1. Show fake newspapers
https://www.buzzfeed.com/tag/fake-news-quiz
2. Go to Buzzfeed and have students do a fake news quiz. https://www.buzzfeed.com/tag/fake-news-quiz
-share their results.
3. It is important to be able to look at sources and judge their validity. This is a big part of what a historian does. Link to the Historical Thinking concepts (Evidence interpretation).
4. Watch How False News Can Spread TED talk
2. Go to Buzzfeed and have students do a fake news quiz. https://www.buzzfeed.com/tag/fake-news-quiz
-share their results.
3. It is important to be able to look at sources and judge their validity. This is a big part of what a historian does. Link to the Historical Thinking concepts (Evidence interpretation).
4. Watch How False News Can Spread TED talk
5. Student will be given section of a CBC Article to help them understand types of "Fake news."
https://www.cbc.ca/news/technology/fake-news-misinformation-online-1.5196865
https://www.cbc.ca/news/technology/fake-news-misinformation-online-1.5196865
6. Give students the CBC fake news article.
-give groups sections of the text in groups and a mini white board/window writer, sections of chalkboard. Then they have to paraphrase the main idea and three supporting facts. Will then find a version of that online – share back with class as expert groups.
Topics:
1. Fabricated Content
2. Manipulated Content
3. Imposter Content
4. Misleading Content
5. False content
6. False content of connection
7. Satire and Parody
7. Present their definition and example to the class.
8. Give them BBC Young Reporter Sheet. Will use this in a research project in a couple of days.
-give groups sections of the text in groups and a mini white board/window writer, sections of chalkboard. Then they have to paraphrase the main idea and three supporting facts. Will then find a version of that online – share back with class as expert groups.
Topics:
1. Fabricated Content
2. Manipulated Content
3. Imposter Content
4. Misleading Content
5. False content
6. False content of connection
7. Satire and Parody
7. Present their definition and example to the class.
8. Give them BBC Young Reporter Sheet. Will use this in a research project in a couple of days.
9. Ask the class where they get their news from? what source? sites? etc. is it trustworthy? why or why not?
Day 5
1. Show Time video and slides from Buckley/Fitton
2. Follow Google Slides for Timeline Activity:
-Discuss what they think are important dates in history
-Sort in order
-Share
-Correct any that are out of order
-Go over questions on why something is important in history
-Have them rank the events in terms of historical significance
-Share
3. Introduce Most Important historical figure project
2. Follow Google Slides for Timeline Activity:
-Discuss what they think are important dates in history
-Sort in order
-Share
-Correct any that are out of order
-Go over questions on why something is important in history
-Have them rank the events in terms of historical significance
-Share
3. Introduce Most Important historical figure project