Dissect+a+One+to+One+Lesson+-+Social+Studies

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=I. Objectives and Outcomes of the Session=

= a. Objectives and Outcomes (5 min.) =

= b. Lesson (15 min.) =

====**Background**: Students are currently studying America's use of propaganda in WWII. We have discussed how print posters were used by both Axis and Allied Powers to portray the war effort in a particular way to their citizens.====

**Directions**:

 * ====We will split into two groups. One group will use the virtual discussion space during the film and the other will take notes on paper. For the second film, we will switch roles.====
 * ====To participate in the virtual discussion, access Today's Meet discussion space and log in====
 * ====As we watch the films, to comment on what language/words are used to portray life in the camps and any questions you have====
 * ====After the films, review our chat conversation for 60 seconds without typing or talking. Focus on common themes or disagreements you see emerging.====

Film describing the case of Fred Korematsu, the plaintiff in a suit against the federal government charging that the camps were unconstitutional, including an interview with his daughter
media type="custom" key="19125390"

= III. Small Group Activity (15 min.) =

1. Divide into groups of 4. 2. Use this diagram to dissect and discuss the mini-lesson you just participated in. 3. Create a similar diagram with your ideas on butcher paper to share with the group during Reflection.



= IV. Group Discussion/Reflection (5 min.) =

- Does the technology most effectively allow students to learn the given content and skill objectives? - Is the technology a "best fit" for the pedagogy within the lesson? Why? Why not? - Are their other tools that could be used to achieve the same student outcomes? What are they?

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