Global Classroom Module

Global Classroom Module University of Maryland University College Megan Weems October 29, 2013

Global Classroom Module Global Classroom Module Pre-Planning Proposal Designer: Meg Weems Summary:

My ro!ect includes my students" artici ation in an e#als global ro!ect entitled $%eens &e ort' Cam aign Coverage() %*is ro!ect +ill involve students communicating via email +it* students from ot*er countries( %*is ro!ect is designed to suit t*e needs of t*e age grou of 1,-1. years old( /y artici ating in t*is ro!ect students +ill be able to meet Maryland state standard and ob!ectives( %*is ro!ect also allo+s student to meet t*e various reading and +riting standards of t*e Common Core( %*e s ecific standards are &eading 2, 0, 1, ., 9, 10 and Writing standards 1, ,, 2, 0, 1, ., and 9 34ational Governors 5ssociation, 20126( 7n addition to meeting t*ese standards, students +ill develo a better understanding of foreign governments and foreign cultures( 8tudents +ill ac*ieve t*e aforementioned understanding +*ile cultivating a relations*i +it* a student from t*at country( School Background: 9riendly :ig* 8c*ool is located in 9ort Was*ington, Maryland, only t+o miles outside of t*e /altimore ; Was*ington /elt+ay( 9riendly *as a small sc*ool community, +it* a student o ulation of roug*ly 1,301 students( %*e ma!ority of t*e student body s ea<s =nglis*, +*ile t*e ma!ority of t*e :is anic o ulation s ea<s 8 anis* at *ome 35dams, 20126( %*e demogra *ic information of t*e sc*ool is described in t*e c*art belo+' Demographic Number 5frican 5merican 1,222 5merican 7ndian 10 5sian?#acific 30 W*ite 21 :is anic 12 Male 122 9emale 012 8 ecial =ducation 223 9arms 39ree and &educed 212 Meals6 3@ata from table' 5dams, 20126 Percentage .9(39> 1(11> 2(03> 1(2,> 2(21> 2,(.> ,2(2> 3.(.> 12>

Time rame:

Global Classroom Module

%*is ro!ect +ill last 0 +ee<s and consist of , units( =ac* +ee< students +ill be reAuired to discuss at least one <ey to ic +it* t*eir e#al via email( @uring t*e last +ee< of t*e ro!ect students +ill be researc*ing and +riting an article t*at contains information on an election?controversial issue occurring in t*e foreign country t*eir e#al resided in( %*ese articles +ill osted on t*e class +ebsite to s*are +it* t*e community as a +*ole( Sub!ect and Grade "e#el: Government, Grade 10 Proposed Topic and $ational: $%eens &e ort' Cam aign Coverage) is a ro!ect centered around students s*aring information on t*e controversial issues t*at im act t*eir country( 7n order to eB lain t*e *istory be*ind t*ese issues, students +ill also discuss, via email, t*eir country"s system and ty e of government, ty e of economy, electoral rocess, and controversial issues im acting t*eir country( /y artici ating in t*is ro!ect, bot* grou s of students +ill *ave an increased understanding of t*e differences and commonalities bet+een t*eir cultures, governments, and *o+ t*eir countries deal +it* social, olitical and economic issues( %ey Challenges: %*e ma!or c*allenge of t*is unit is ma<ing sure t*at 7 don"t fall be*ind in t*e acing of my Government course( Government is a state accessed course t*at students must ass t*e end of t*e year assessment in order to graduate( 8tudents are reAuired to ta<e annual standardiCed assessments in order to measure t*eir rogress to+ards assing t*e end of t*e year eBam( 7 can"t fall be*ind in my acing( 8ince t*is ro!ect incor orates not only state standards, but also Common Core standards, 7 don"t t*in< 7"ll *ave any difficulty getting t*e ro!ect a roved by my administrative team( Prior %no&ledge: My students +ill *ave already com leted units on systems of government, ty es of government, ty es of economies, olitical arties, and t*e role of t*e media in U8 elections( W*ile com leting t*e ro!ect, students +ill be learning t*e United 8tates" foreign olicy( We +ill *ave already ta<en tests on t*ose t+o earlier units, so 7 +ill already <no+ my students" understandings of t*ose units of material and t*eir +riting( 5n im rovement in student +riting +ill be measured by t*e culminating assessment( Standards and %ey Concepts Maryland Go#ernment Content Standards:

Global Classroom Module $8tudents +ill understand t*e diversity and commonality, *uman interde endence, and global coo eration of t*e eo le of Maryland, t*e United 8tates and t*e World t*roug* bot* a multicultural and *istoric ers ective() $%*e student +ill com are and evaluate t*e effectiveness of t*e United 8tates system of government and various ot*er olitical systems()

$%*e student +ill analyCe advantages and disadvantages of various ty es of governments t*roug*out t*e +orld() $%*e student +ill evaluate t*e interde endent relations*i of United 8tates olitics and government to +orld affairs() $%*e student +ill analyCe economic, olitical, social issues and t*eir effect on foreign olicies of t*e United 8tates() 3Maryland 8tate @e artment of =ducation, 20006( Common Core Standards: $eading Standards: $@etermine a central idea of a teBt and analyCe its develo ment over t*e course of t*e teBt, including *o+ it emerges and is s*a ed and refined by s ecific detailsD rovide an ob!ective summary of t*e teBt() $@etermine an aut*or"s oint of vie+ or ur ose in a teBt and analyCe *o+ an aut*or uses r*etoric to advance t*at oint of vie+ or ur ose() $5nalyCe various accounts of a sub!ect told in different mediums 3e(g(, a erson"s life story in bot* rint and multimedia6, determining +*ic* details are em *asiCed in eac* account() $@elineate and evaluate t*e argument and s ecific claims in a teBt, assessing +*et*er t*e reasoning is valid and t*e evidence is relevant and sufficientD identify false statements and fallacious reasoning() 34ational Governors 5ssociation, 20126 'riting Standards: $Write arguments to su ort claims in an analysis of substantive to ics or teBts, using valid reasoning and relevant and sufficient evidence() $#roduce clear and co*erent +riting in +*ic* t*e develo ment, organiCation, and style are a ro riate to tas<, ur ose, and audience() $@evelo and strengt*en +riting as needed by lanning, revising, editing, re+riting, or trying a ne+ a roac*, focusing on addressing +*at is most significant for a s ecific ur ose and audience()

Global Classroom Module $Use tec*nology, including t*e 7nternet, to roduce, ublis*, and u date individual or s*ared +riting roducts, ta<ing advantage of tec*nology"s ca acity to lin< to ot*er information and to dis lay information fleBibly and dynamically() $Conduct s*ort as +ell as more sustained researc* ro!ects to ans+er a Auestion 3including a self-generated Auestion6 or solve a roblemD narro+ or broaden t*e inAuiry +*en a ro riateD synt*esiCe multi le sources on t*e sub!ect, demonstrating understanding of t*e sub!ect under investigation() $Gat*er relevant information from multi le aut*oritative rint and digital sources, using advanced searc*es effectivelyD assess t*e usefulness of eac* source in ans+ering t*e researc* AuestionD integrate information into t*e teBt selectively to maintain t*e flo+ of ideas, avoiding lagiarism and follo+ing a standard format for citation() $@ra+ evidence from literary or informational teBts to su researc*() 34ational Governors 5ssociation, 20126 National (ducation Technology Standards: %*in< critically, solve roblems, and ma<e decisions Communicate and collaborate Conduct researc* and use information Use tec*nology effectively and roductively 378%=, 20016 Global Theme: My ro!ect reflects t*e Global t*eme of #olitical 8ystems' 7nternational 8tructures?7nstitutions?5ctors?#rocedures( My students, as +ell as t*e students in t*e artner country, +ill be learning about ot*er systems of government, ty es of government, election rocess, olitical arties and *o+ ot*er countries c*oose to *andle controversial issues( %*e students +ill learn t*is information from a combination of researc* and email corres ondence +it* t*eir e#al( Pre-Planning Steps: 1( Get administrative a roval for e#als ro!ect( 2( 9ind a collaborative class via e#als( 3( Wor< +it* collaborative teac*er on instructional goals and timeline( ,( 8*are detailed lesson lans +it* collaborative teac*er( ort analysis, reflection, and

Global Classroom Module 2( Get arent a roval for student artici ation in t*e ro!ect( 0( Create a als list +*ic* airs t*e students involved in t*e ro!ect( 1( &evie+ +it* students t*e im ortance of digital citiCens*i and being a+are t*at =nglis* may not be t*eir e#al"s first language( Technology )se: 8tudents +ill ma<e use of eit*er t*e mobile com uter labs at our sc*ool or t*e library com uters if t*e mobile labs are not available( =ac* student +ill *ave access to *is?*er o+n com uter in order to ma<e use of t*e 7nternet for researc*, Microsoft Word for t*e construction of t*eir culminating assignment, and email for sending messages to t*eir e#al( (ssential *uestions: 1( W*at system of government does my e#al *ave and *o+ does it com are to t*e U8" system of governmentE 2( W*at ty e of government and economy does my e#al *ave and *o+ does it com are +it* t*e United 8tates" ty e of government and economyE 3( W*at are t*e <ey cam aign issues in my e#al"s countryE ,( :o+ does my e#al"s country"s decision on issues im act t*e United 8tates" foreign olicyE Fesson #lan G1 "esson +ne-Summary: %*e first lesson lan in t*is unit +ill focus u on t*e com letion of t*e first email communication bet+een t*e students and t*eir e#al( 7n t*is lesson, 7 +ill stress t*e im ortance of avoiding slang and cultural stereoty es +*ile communicating +it* t*eir e#al( 7 +ill also em *asiCe to students t*e im ortance of being clear and concise +*en communicating +it* t*eir e#al( "esson +ne- 'arm-up ,cti#ity: 9or t*e +arm-u students +ill be as<ed to create a HWF c*art and list everyt*ing t*ey <no+ about t*e country +*ere t*eir e#al lives, for eBam le Germany( We +ill t*en discuss +*at a stereoty e is, +*at t*ey <no+, and some general information about Germany( "esson +ne- ormati#e and Summati#e ,ssessment: 9ormative assessment +ill be ongoing t*roug*out t*e ro!ect( %*e teac*er +ill regularly observe and assess eac* student"s communications via email +it* ot*er

Global Classroom Module students( %*is +ill be done to ensure t*at students are covering t*e <ey to ics t*at t*ey are reAuired to discuss for t*e ro!ect( 8uggestions for im rovement +ill be made on an individual and regular basis(

8ummative assessment +ill ta<e t*e form of an end of t*e unit resentation in +*ic* students +ill create ne+s articles about a controversial issue in t*eir e#al"s culture( %eac*ers +ill use t*is article as an assessment of eac* student"s ability to meet t*e desired state and Common Core standards( "esson +ne- ,ssignment: %*e ma!or assignment for t*is lesson is for students to create t*e initiating email +it* t*eir e#al( %*is email +ill be assessed based on t*e Common Core +riting standard 10(, and u on t*e emails content( 34ational Governors 5ssociation, 20126 "esson +ne- Di--erentiated .nstruction: 7nstruction +ill be differentiated based u on individual student +riting strengt*s and +ea<nesses, and student <no+ledge of t*eir sc*ool email account( 5ssistance +ill be rovided during class, before sc*ool and after sc*ool( Fesson #lan G2 "esson T&o-Summary: %*e second lesson +ill focus on t*e construction of t*e final assessment, t*e ne+s article( %*e lesson +ill teac* t*e students *o+ to ta<e t*e information t*ey *ave gleaned from t*eir e#als and combine it +it* t*oroug* researc* in order to create a +ell constructed and detailed ne+s article( %*e students +ill s end t*e rest of t*e time researc*ing t*eir issue and creating t*eir article( "esson T&o- 'arm-up ,cti#ity: 8tudents +ill be s*o+n eBam les of ne+s articles( 8ome of t*e ne+s articles +ill be biased, ot*ers +ill be oorly or +ell +ritten( 8tudents +ill brea< u into airs to discuss t*e various strengt*s and +ea<nesses of t*e ne+s articles( %*is +ill occur for roug*ly 10 minutes( 5fter+ards t*e class a +*ole +ill discuss t*e articles and +*at t*ings t*ey +ant to incor orate or avoid in t*eir o+n ne+s article( "esson T&o- ormati#e and Summati#e ,ssessment: W*ile t*e students are +or<ing on t*eir articles, t*e teac*er +ill be regularly c*ec<ing student articles, formatively assessing t*eir +or<( %*e students must ma out t*eir ne+s article res onses using t*e e#als 5rgument Writing Gra *ic OrganiCer and 5rgument Writing C*ec<list( 8ummative assessment +ill be t*e ne+s article itself( 8tudents from t*e artner country +ill also be +riting a ne+s article on an 5merican

Global Classroom Module issue and osting it to t*e e#al site( 8tudents +ill be graded on content, mec*anics, and citation s<ills( "esson T&o- ,ssignment:

%*e student +ill construct a roug* draft of t*eir ne+s articles( Once t*eir a er is com leted, t*eir artner +ill edit it based on a rovided rubric( %*is +ill serve to rovide students +it* feedbac<( %*is rubric sli , +it* comments, +ill be submitted to t*e teac*er for a grade( "esson T&o - Di--erentiated .nstruction: @ifferentiated instruction +ill be given to t*ose students +*o s*o+ t*e need and +ill be based u on individual student strengt*s and +ea<nesses, and +ill be rovided during class, before sc*ool, or aftersc*ool( 8tudents +ill be given numerous resources for creating citations and structuring a +ell-+ritten article(

LESSON PLAN TEMPLATE # 1

Lesson Title: Grade Level/Subject Area: Conce t/To ic: Youve Got Mail 10th Grade Local, tate, a!d "atio!al Gover!me!t %*is is t*e first lesson in t*e $%eens &e ort' Cam aign Coverage) ro!ect( %*is is an e#al ro!ect centered around students s*aring information on t*e controversial issues t*at im act t*eir country( %*ey +ill s*are t*is information via email( /y artici ating in t*is ro!ect, students +ill *ave an increased understanding of t*e differences and commonalities bet+een t*eir cultures, governments, and *o+ t*eir countries deal +it* social, olitical and economic issues( %*is ro!ect addresses t*e global t*eme of #olitical 8ystems' 7nternational 8tructures?7nstitutions?5ctors?#rocedures( My students +ill be learning about ot*er systems of government, ty es of government, election rocess, olitical arties and *o+ ot*er countries c*oose to *andle controversial issues( 7n t*is lesson students +ill be +riting t*eir introductory email to t*eir e#al( 7n t*is email t*ey +ill introduce t*emselves, introduce t*eir culture?government, and as< t*eir e#al Auestions about t*e government ty e and system in t*eir country( #!e $0 mi!ute bloc%& 'his e!tire (ro)ect *ill last si+ *ee%s a!d ru! across ,our u!its& 'he ,irst ,our *ee%s ,ocus o! stude!ts emaili!- bac% a!d ,orth *ith their e.al, shari!- i!,ormatio! o! their -over!me!t a!d culture& 'he/ *ill se!d a mi!imum o, o!e email (er *ee%& 'he 5th *ee% *ill ,ocus o! researchi!a ce!tral co!troversial issue that their e.al has discussed *ith them& 0uri!- the si+th *ee%, stude!ts *ill create, revise, a!d (er,ect a !e*s article o! the bac%-rou!d o, the co!troversial issue&

Len!t" o# Lesson:

Global Classroom Module Standards Addressed: $Local or National Standards%

Maryland Government Standards:

$8tudents +ill understand t*e diversity and commonality, *uman interde endence, and global coo eration of t*e eo le of Maryland, t*e United 8tates and t*e World t*roug* bot* a multicultural and *istoric ers ective() $%*e student +ill analyCe advantages and disadvantages of various ty es of governments t*roug*out t*e +orld() 3Maryland 8tate @e artment of =ducation, 20006( Common Core 'riting Standards: $#roduce clear and co*erent +riting in +*ic* t*e develo ment, organiCation, and style are a ro riate to tas<, ur ose, and audience() 34ational Governors 5ssociation, 20126 .ST( Standards: Communicate and collaborate Use tec*nology effectively and roductively 378%=, 20016
The students will be able to construct a clear, concise email to their ePal partner in order to determine what system and type of government of their ePals country. The goal of the email is to begin the discussion between the students and their ePal, break the ice between the two groups and learn about the government and culture of another area of the world.

Lesson Goals:

Per#or&ance Objectives:

'ar& ( Activit):

2,ter com(letio! o, the lesso!, stude!ts *ill be able to3 Co!struct a clear, co!cise, i!troductor/ email 0escribe the t/(e a!d s/stem o, Gover!me!t i! the 4!ited tates 5de!ti,/ their e.al 6!-a-e i! a! o(e! a!d ,rie!dl/ -lobal collaborative e!viro!me!t o!li!e 0escribe the t/(e a!d s/stem o, -over!me!t i! their e.als cou!tr/, (e!di!- a res(o!se 9or t*e +arm-u students +ill be as<ed to create a HWF c*art and list everyt*ing t*ey <no+ about t*e country +*ere t*eir e#al lives, Germany( We +ill t*en discuss +*at a stereoty e is, +*at t*ey <no+, and some general information about Germany( 7n t*e H section of t*e c*art, t*e students +ill list +*at t*ey already <no+( 7n t*e W section of t*e c*art, students +ill list +*at t*ey +ant to learn about t*eir e#al"s country( 5fter t*e students *ave finis*ed t*eir c*arts, t*e teac*er +ill ro!ect a HWF on t*e 8mart/oard and *ave com ile all of t*e class" information from t*eir c*arts( 5fter +e *ave com leted our HWF c*art, +e +ill discuss stereoty es and if any of t*e items +ritten in t*e Hno+ section of our class c*art could be labeled as a stereoty e( %*e teac*er +ill t*en lead t*e students in a discussion of if t*eir e#als created a HWF c*art about t*e United 8tates, +*at did t*ey t*in< +ould be on itE W*at stereoty es could be dis layedE :o+ can +e combat

Global Classroom Module

10

t*ose stereoty es in our emailsE ee a((e!di+ 2 ,or the 78L chart ha!douts 9 cree!shot o, mart:oard 78L& 6+(lai! to stude!ts that this is the be-i!!i!- o, a -lobal collaborative module o! com(ari!- the -over!me!t o, 4!ited tates a!d Germa!/& 5! this (ro)ect, stude!ts *ill lear! o, a co!troversial issue i! their e.als cou!tr/ a!d research the di,,ere!t a((roaches to that issue& 6+(lai! that this module is a lo!-;term (ro)ect that *ill be i! three (arts& 6+(lai! that the ,irst (art is to create a! e,,ective collaborative e!viro!me!t b/ lear!i!- about each other a!d the -over!me!ts o, the cou!tries *e live i!& Ste 1 'ar& u : Students ,ill receive a ,or-s"eet .'L c"art/ On t"is ,or-s"eet students ,ill be co& elled to ,rite ,"at t"e) -no, about t"e ePal countr) in t"e 0.1 section and ,"at t"e) ,ould ,ant to learn in t"e 0'1 section o# t"e c"art/ En!a!e students in discussion about t"e i& ortance o# creatin! an o en and #riendl) collaborative ,or- environ&ent/ 1& <a!d out the t*o 78L charts a!d have stude!ts brai!storm ,ill i! the chart o! their o*!& 2,ter the ,irst ,ive mi!utes, have stude!ts brai!storm i! (airs to determi!e *hat other i!,ormatio! could -o i!to their 78L chart&& 2& 2,ter the stude!ts share *hat the/ *rote o! both o, the 78L charts *ith their (art!er, as a class *e *ill discuss *hat *e had *ritte! i! our 78L charts& 8hile stude!ts are shari!-, the teacher *ill be com(ili!- the i!,ormatio! o! a 78L chart o! the mart:oard& 3& 'he teacher *ill i!troduce the to(ic o, stereot/(es to the stude!ts& 'he/ *ill the! have a discussio! o! *hether a!/ stereot/(es o! the class 78L& 4& 'he teacher *ill the! lead the stude!ts i! a discussio! o! i, the stude!ts i! the e.als classroom *ere creati!- a 78L chart o! us, *hat *ould it loo% li%e= 8hat co!te!t mi-ht be o! the chart= 8hat stereot/(es could be (rese!t o! the chart= <o* *ill be combat these stereot/(es i! our email discussio!s *ith our e.al= 2nstruction P"ase 3: 1& 0istribute >"ice to Meet You? sheets& 'his *or%sheet co!tai!s some su--estio!s ,or to(ics that could be i!cluded i! the ,irst email to their e.al& 'his *or%sheet co!tai!s su--ested to(ics a!d @uestio!s the/ could cover as >ice brea%ers?& 'he/ *ill serve as a resource *he! co!structi!- their emails to their e.al& 2& 'eacher *ill (rese!t a .o*er.oi!t (rese!tatio! outli!i!- ho* to (ro(erl/ co!struct a! email& 5! this .o*er.oi!t the teacher *ill sho* stude!ts commo! mista%es to avoid *he! commu!icati!-

Ste *+)*Ste Procedures:

Global Classroom Module

11 *ith their e.al& 'he teacher *ill also sho* stude!ts *hat com(o!e!ts to i!clude i! their email& tude!ts should ta%e !otes o! this sectio!, o! their -uided !otes *or%sheet& tude!ts should be e!coura-ed to as% @uestio!s ,or clarit/& 2nstruction P"ase 4: 1& 2,ter ta%i!- !otes, distribute mobile labs to stude!ts& 2ll stude!ts must si-! o,, o! the mobile lab list !e+t to the com(uter that the/ are usi!-& 8hile stude!ts are lo--i!- i! to the mobile labs, the teacher should distribute to each stude!t the !ame a!d email o, their e.al& 2& #!ce stude!ts lo-i! to the e.als *ebsite, the/ ca! be-i! to co!struct their emails to their e.als& 'he must as% their e.al about *hat s/stem a!d t/(e o, -over!me!t a!d *hat t/(e o, eco!om/ the/ have i! their cou!tr/& 'he/ *ill be -ive! the rest o, class to com(lete this tas% 3& 4(o! com(letio! o, their email, the stude!ts must (ri!t a co(/ ,or the teacher a,ter the/ se!d it to their e.al& 'he (ri!ted email should be submitted i!to the >'ur! 5! :i!? ,or their class (eriod&

Materials:

'eacher com(uter 8ireless 5!ter!et 2 Mobile Labs A32 la(to(s totalB e.al stude!t accou!t mart:oard 9 (ro)ector Carious ha!douts Microso,t .o*er.oi!t

5esources: 5elated (5Ls: Assess&ent +ased on Objectives:

htt(3DDlear!-lobal;)oa!!e&blo-s(ot&comD2010D01Dsam(le;o,;e(al;letters; ,or;-lobal&html ms*eems,rie!dl/&*i%is(aces&com %*e ma!or assignment?assessment for t*is lesson is for students to create t*e initiating email +it* t*eir e#al( %*is email +ill be assessed based on t*e Common Core +riting standard 10(,( 34ational Governors 5ssociation, 20126 %*e assignment +ill be graded +it* a s ecified +riting rubric( %*e information from t*is email +ill *el students begin gat*ering information for t*eir ne+s article( Eollo*i!- the lesso! a!d i!tro email, stude!ts *ill vie* res(o!ses ,rom their e.al a!d co!struct a mi!imum o, o!e email (er *ee%& 'he/ *ill co!ti!ue to (ri!t out co(ies o, their email res(o!ses to their e.als ,or i!structor -radi!-&

6ollo,*( :

Global Classroom Module Classroo& Mana!e&ent:

12 6!sure that classroom rules a!d (olicies remai! e!,orced throu-hout the lesso! a!d duri!- email discussio!s& 'he teacher *ill mo!itor all emails to ma%e sure the/ are a((ro(riate& tude!ts must be -ive! clear i!structio!s o! *hat to do a!d mo!itored *hile *or%i!- i! (airs a!d o! the com(uter& 'he teacher *ill -o arou!d the classroom to each -rou( to e!sure the/ are sta/i!- o! tas% a!d -etti!- the *or% do!e& 'he -uided !otes *ill be be!e,icial to stude!ts *ith (h/sical disabilities alo!- *ith heari!- disabilities& 'he/ *ill allo* stude!ts to ,ocus more o! i!structio! a!d less o! stru--li!- to %ee( u( *ith the !ote ta%i!-& 2ll stude!ts *ill have their o*! com(uter to *or% ,rom classroom *ith la(to(s& 2dditio!al assista!ce *ill be (rovided be,ore, duri!- a!d a,ter school& 2# t"ere is a loss o# 2nternet8 students can dra#t t"eir letters on a er/ 2# e9tra ti&e a artner and eer edit t"eir letter based on t"e rubric/ +e#ore lesson ensure t"at all la to s in t"e reserved &obile lab are c"ar!ed/ On t"e bac- o# t"e 0Nice to Meet :ou1 s"eet8 co ) t"e e&ail rubric/

Acco&&odations: $S ecial needs / !i#ted 7 talented%

Co&&ents / Notes:

5e#erences:

<arris Middle chool& A2005B& Rubric for friendly letter& Fetrieved ,rom htt(3DDvol*eb&ut%&eduD choolsDbed,ordDharrismsDletterrubric&htm 78%=( 320016( 4=%8 for students 2001( &etrieved 9ebruary 20, 2011 from *tt '??+++(iste(org( Maryland 8tate @e artment of =ducation( 320006( Using the state curriculum: LSN Government, high school( &etrieved from *tt '??+++(md<12(org?instruction?*svsc?government?standard1(*t ml 4ational Governors 5ssociation( 320126( Common core: English language arts standards( &etrieved from *tt '??+++(corestandards(org?=F5-Fiteracy?

LESSON PLAN TEMPLATE # 3

Lesson Title: Grade Level/Subject Area: Conce t/To ic: Erie!dl/ <i-h .ost 10th Grade Local, tate, a!d "atio!al Gover!me!t %*is is t*e beginning of t*e final segment of t*e $%eens &e ort' Cam aign Coverage) ro!ect( %*is is an e#al ro!ect centered around students s*aring information on t*e controversial issues t*at im act t*eir country( %*ey +ill s*are t*is information via email( /y artici ating in

Global Classroom Module

13 t*is ro!ect, students +ill *ave an increased understanding of t*e differences and commonalities bet+een t*eir cultures, governments, and *o+ t*eir countries deal +it* social, olitical and economic issues( %*is ro!ect addresses t*e global t*eme of #olitical 8ystems' 7nternational 8tructures?7nstitutions?5ctors?#rocedures( My students +ill be learning about ot*er systems of government, ty es of government, election rocess, olitical arties and *o+ ot*er countries c*oose to *andle controversial issues( 7n t*is lesson students +ill begin researc*ing a to ic t*at t*ey *ave discussed +it* t*eir e#al( %*is issue s*ould be controversial to some degree and occurring in t*eir e#als country( %*ey +ill combine t*e testimony of t*eir e#al and researc* to create a +ell constructed ne+s article( 'hree $0 mi!ute bloc%s ,or researchi!-& 'his e!tire (ro)ect *ill last si+ *ee%s a!d ru! across ,our u!its& 'he ,irst ,our *ee%s ,ocus o! stude!ts emaili!- bac% a!d ,orth *ith their e.al, shari!- i!,ormatio! o! their -over!me!t a!d culture& 'he/ *ill se!d a mi!imum o, o!e email (er *ee%& 'he 5th *ee% *ill ,ocus o! researchi!a ce!tral co!troversial issue that their e.al has discussed *ith them& 0uri!- the si+th *ee%, stude!ts *ill create, revise, a!d (er,ect a !e*s article o! the bac%-rou!d o, the co!troversial issue&
Maryland Government Standards:

Len!t" o# Lesson:

Standards Addressed: $Local or National Standards%

$8tudents +ill understand t*e diversity and commonality, *uman interde endence, and global coo eration of t*e eo le of Maryland, t*e United 8tates and t*e World t*roug* bot* a multicultural and *istoric ers ective() $%*e student +ill analyCe advantages and disadvantages of various ty es of governments t*roug*out t*e +orld() $%*e student +ill com are and evaluate t*e effectiveness of t*e United 8tates system of government and various ot*er olitical systems() $%*e student +ill evaluate t*e interde endent relations*i of United 8tates olitics and government to +orld affairs() $%*e student +ill analyCe economic, olitical, social issues and t*eir effect on foreign olicies of t*e United 8tates() 3Maryland 8tate @e artment of =ducation, 20006( Common Core $eading Standards: $@etermine a central idea of a teBt and analyCe its develo ment over t*e course of t*e teBt, including *o+ it emerges and is s*a ed and refined by s ecific detailsD rovide an ob!ective summary of t*e teBt() $@etermine an aut*or"s oint of vie+ or ur ose in a teBt and analyCe *o+ an aut*or uses r*etoric to advance t*at oint of vie+ or ur ose()

Global Classroom Module

14 $5nalyCe various accounts of a sub!ect told in different mediums 3e(g(, a erson"s life story in bot* rint and multimedia6, determining +*ic* details are em *asiCed in eac* account() $@elineate and evaluate t*e argument and s ecific claims in a teBt, assessing +*et*er t*e reasoning is valid and t*e evidence is relevant and sufficientD identify false statements and fallacious reasoning() 34ational Governors 5ssociation, 20126 34ational Governors 5ssociation, 20126 Common Core 'riting Standards: $#roduce clear and co*erent +riting in +*ic* t*e develo ment, organiCation, and style are a ro riate to tas<, ur ose, and audience() $@evelo and strengt*en +riting as needed by lanning, revising, editing, re+riting, or trying a ne+ a roac*, focusing on addressing +*at is most significant for a s ecific ur ose and audience() 34ational Governors 5ssociation, 20126 .ST( Standards: %*in< critically, solve roblems, and ma<e decisions Communicate and collaborate Conduct researc* and use information Use tec*nology effectively and roductively 378%=, 20016 378%=, 20016

Lesson Goals:

The students will be able to research a topic from the perspective of one country or culture in order to construct a detailed news article that portrays many perspectives on the issue. The goal of this news article is to post this detailed analysis on the project blog to share with other students around the world.

Per#or&ance Objectives:

'ar& ( Activit):

Ste *+)*Ste Procedures:

2,ter com(letio! o, the lesso!, stude!ts *ill be able to3 Create a clear to(ic to research 6valuate resources to determi!e i, there is bias 2!al/Ge resources to -ather i!,ormatio! valid to their article 0escribe the structure o, the ,orei-! cou!tr/s -over!me!t 8tudents +ill be s*o+n eBam les of ne+s articles 3see in a endiB6( 8ome of t*e ne+s articles +ill be biased, ot*ers +ill be oorly or +ell +ritten( 8tudents +ill brea< u into airs to discuss t*e various strengt*s and +ea<nesses of t*e ne+s articles( %*ey +ill be in t*ese grou s for roug*ly 10 - 12 minutes( 5fter+ards t*e class a +*ole +ill discuss t*e articles and +*at t*ings t*ey +ant to incor orate or avoid in t*eir o+n ne+s article( 6+(lai! to stude!ts that this research is so that the/ ca! create the culmi!ati!- activit/ ,or their collaborative (ro)ect, 'ee!s Fe(ort3 Cam(ai-! Co!trovers/& 'he/ *ill have three class (eriods i! *hich to

Global Classroom Module

15 co!duct their research a!d dra,t a! outli!e ,or their !e*s article& Ste 1 'ar& u : 1& tude!ts *ill receive a co(/ o, three !e*s articles& 'he/ *ill be bro%e! i!to (airs, *hile i! (airs the/ *ill criti@ue the articles loo%i!- ,or the be!e,its a!d dra*bac%s o, each& 'he/ *ill be -ive! bet*ee! 10;15 mi!utes to com(lete this tas%& 2( 5fter t*e 10-12 minutes, t*e class +ill come toget*er as a grou to discuss t*e strengt*s and +ea<nesses of t*e articles and +*at as ects t*ey +ant to incor orate in t*eir o+n article( %*e teac*er +ill c*art t*ese differences on t*e 8mart/oard( 3( Once t*is discussion is done, t*e teac*er +ill distribute t*e +or<s*eets for t*e neBt *ase of t*e lesson( 2nstruction P"ase 3: 4& 6ach stude!t should receive a >Guideli!es ,or 8riti!- 0i,,ere!t '/(es o, "e*s 2rticles,? >2r-ume!t 8riti!- Gra(hic #r-a!iGer,? >2r-ume!t 8riti!- Chec%list,? a!d >6lectio! 'o(ic? *or%sheets& 5& 6+(lai! to stude!ts that their ,irst -oal o, toda/ is to choose a to(ic to ,ocus their !e*s article o!& tude!ts have to -et their to(ic a((roved b/ the teacher be,ore *riti!- their article& 'he/ ma/ choose a to(ic that the/ have discussed *ith their e.al, or a to(ic ,rom the list& #!ce the/ choose a to(ic, the/ must *rite it o! the 6lectio! 'o(ic *or%sheet a!d submit it ,or a((roval& 5!structio! .hase 33 6& #!ce their to(ic has bee! a((roved, stude!ts should be-i! researchi!- their to(ic o! a school la(to(& 'eachers *ill assi-! la(to(s to i!dividual stude!ts a!d the/ must si-! out o! the la(to( o, the chart that comes *ith the mobile lab& 7& tude!ts should be-i! to research their to(ic, or-a!iGi!- the i!,ormatio! ,rom their research o!to the >2r-ume!t 8riti!Gra(hic #r-a!iGer? chart& tude!ts ca! use the list o, hel(,ul research li!%s o,, the ><el(,ul Fesource Li!%? *or%sheet& 1& tude!ts *ill s(e!d the rest o, this class (eriod a!d most o, the !e+t o!e, researchi!- their article& $& #!ce stude!ts have com(leted their research, the/ should be-i! to dra,t a! outli!e ,or their !e*s article& 'he should ,ollo* the >2r-ume!t 8riti!- Chec% List? a!d >Guideli!es ,or 8riti!0i,,ere!t '/(es o, "e*s 2rticles? *or%sheets to -uide the co!structio! o, their outli!e& 10& 4(o! com(letio! o, their outli!e, stude!ts must submit their -ra(hic or-a!iGer, chec%list a!d outli!e to teacher ,or a((roval& 'he com(leted *or%sheets should be sta(led to-ether a!d submitted i!to the >'ur! i! :i!? ,or their class (eriod& 'eacher com(uter

Materials:

Global Classroom Module

16 8ireless 5!ter!et 2 Mobile Labs A32 la(to(s totalB e.al stude!t accou!t mart:oard 9 (ro)ector Carious ha!douts Ame!tio!ed b/ title aboveB HHlist resources hereHHH ms*eems,rie!dl/&*i%is(aces&com %*e ma!or assignment?assessment for t*is lesson is for students to create t*e outline for t*eir ne+s article( 8tudents +ill also be assessed on t*eir >2r-ume!t 8riti!- Gra(hic #r-a!iGer,? >2r-ume!t 8riti!- Chec%list,? a!d >6lectio! 'o(ic? *or%sheets& %*e minor assessments initiating email +it* t*eir e#al( %*is email +ill be assessed based on t*e Common Core +riting and reading 8tandards mentioned above34ational Governors 5ssociation, 20126( Eollo*i!- the research a!d dra,ti!- o, their outli!e, stude!ts *ill *rite the rou-h dra,t o, their !e*s article& 4si!- a -radi!- rubric, a classroom (eer *ill edit the rou-h dra,t a!d retur! it ,or cha!-es& 'his rou-h dra,t *ill be submitted ,or credit& 'he com(leted !e*s article *ill be submitted ,or -radi!- a!d *ill be (osted o! the e.al class site& 6!sure that classroom rules a!d (olicies remai! e!,orced throu-hout the lesso! a!d duri!- email discussio!s& 'he teacher *ill mo!itor all emails to ma%e sure the/ are a((ro(riate& tude!ts must be -ive! clear i!structio!s o! *hat to do a!d mo!itored *hile *or%i!- i! (airs a!d o! the com(uter& 'he teacher *ill -o arou!d the classroom to each -rou( to e!sure the/ are sta/i!- o! tas% a!d -etti!- the *or% do!e& 'he multi(le chec% (oi!ts o, submitti!- to(ic, -ra(hic or-a!iGer, *riti!- chec% list, a!d outli!e ,or a((roval should hel( i!structor ide!ti,/ a!/ stude!ts *ho !eed e+tra -uida!ce& tude!ts *ith (h/sical disabilities or lear!i!- disabilities *ill -et e+tra assista!ce throu-h the *or%sheets& 2!/ additio!al assista!ce *ill be (rovided based o! the !eeds o, the stude!ts& 2# t"ere is a loss o# 2nternet8 students can dra#t t"eir letters on a er and conduct researc" t"rou!" librar) resources/ 2# e9tra ti&e a artner and eer edit t"eir outline based on t"e rubric/ +e#ore lesson ensure t"at all la to s in t"e reserved &obile lab are c"ar!ed/

5esources: 5elated (5Ls: Assess&ent +ased on Objectives:

6ollo,*( :

Classroo& Mana!e&ent:

Acco&&odations: $S ecial needs / !i#ted 7 talented%

Co&&ents / Notes:

Global Classroom Module 5e#erences:

17 e.als& A2012B& epals global community: Teens report campaign coverage& Fetrieved ,rom htt(3DD***&e(als&comD(ro)ect; detail&(h(=idIcb,$beca;247,;43c5;$e0$;,e1c121c,6ce 78%=( 320016( 4=%8 for students 2001( &etrieved 9ebruary 20, 2011 from *tt '??+++(iste(org( Maryland 8tate @e artment of =ducation( 320006( Using the state curriculum: LSN Government, high school( &etrieved from *tt '??+++(md<12(org?instruction?*svsc?government?standard1(*t ml 4ational Governors 5ssociation( 320126( Common core: English language arts standards( &etrieved from *tt '??+++(corestandards(org?=F5-Fiteracy?

Global Classroom Module 2((e!di+3 78L chart ,or Lesso! J13

11

"ame3KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK 0irectio!s3 Eill out this 78L chart *ith i!,ormatio! i! re-ards to the cou!tr/ /our e.al lives i!& 2s% the teacher to s(eci,/ the cou!tr/ /ou ,ocus o!& 5! the 7 sectio!, (lace *hat /ou %!o* about the cou!tr/& 5! the 8 sectio! (lace *hat /ou *a!t to %!o* about the cou!tr/& .lace this i! the *arm u( sectio! o, /our bi!der& . ' L

Global Classroom Module

1$

Lesso! 13 cree!shot o, mart:oard 78L

Global Classroom Module Lesso! 1 "ice to Meet You 8or%sheet3

20

Gettin! to .no, :ou E&ail 0irectio!s3 <ere are some su--estio!s ,or (ossible to(ics to me!tio! i! /our ,irst email to /our e.al& Femember the/ live i! a!other cou!tr/, so the/ ma/ !ot be ,amiliar *ith /our 'C sho*s, music, a!d cultural re,ere!ces& Ma%e sure to be clear i! *hat /ou are sa/i!-, (rovide e+am(les a!d avoid sla!-& ;on<t #or!et to as- about t"eir t) e 7 s)ste& o# !overn&ent and t"eir t) e o# econo&)/ Su!!ested To ics: Eavorite boo%, music, televisio! sho*, ,ood, s(ort or video -ame& You could describe *here /ou live, /our ,amil/ a!d a!/ characteristics that ma%e /ou u!i@ue& List 5 'hi!-s You 8a!t to 7!o* about /our e.al3 1( 2( 3( ,( 2( List 5 'hi!-s You 8a!t Your e.al to 7!o* 2bout You3 1& 2& 3& 4& 5&

ee 8eemsKLesso!1.o*er.oi!t ,or Lesso! 1 6mail .o*er.oi!t

Global Classroom Module Lesso! 1 Guided "otes3

21

6maili!- Your e.al3 Guided "otes ub)ect 4se a KKKKKKKKKKKKKKKKKKKKK, accurate sub)ect 5t should KKKKKKKKKKKKKKKKKKKKK the co!te!t o, /our KKKKKKKKKKKKKKKKKKKKK 5, (ossible, use a KKKKKKKKKKKKKKKKKKKKKKKKKK that *ill ma%e the email easier to search i! a KKKKKKKKKKKKKKKKKKKKK i!bo+& 6+am(le3 >6mail Lesso!? 5!tro 5!troduce KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK i! the ,irst (ara-ra(h 5!clude *h/ /ou are KKKKKKKKKKKKKKKKKKKK them 6+am(le3 My name is Ms. Weems. I'm contacting you to introduce myself as your ePal in the United tates. Getti!- to the .oi!t 2,ter the KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK, *rite the actual messa-e ta/ o! (oi!t, 5, /ou ramble the reader *ill be-i! to KKKKKKKKKKKKKKK /our email :rea% messa-e u( i!to KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK b/ to(ic, to ma%e /our email more lo-ical 0o!t *rite a email a!/ lo!-er tha! KKKKKKKKKKKK (ara-ra(hs 2((ro(riate Goodb/e 4se the correct ,orm o, KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK 5t should match /our level o, ,amiliarit/ *ith the (erso! u--estio!s3 i!cerel/ KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK :est 6+cited to meet /ou Eormatti! 2l*a/s KKKKKKKKKKKKKKKKKKKKKKK /our email be,ore /ou se!d it

Global Classroom Module

22

Co(/ 9 (aste it i!to 8ord ,or KKKKKKKKKKKKKKKKKKKKKKKKKK chec% 0o !ot use KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK A"o do!t, *o!t, ca!t etcB 2void sla!- or cultural (hrases li%e >0o- tired? or >5 -ot /ou? 7ee( email KKKKKKKKKKKKKKK a!d co!cise

Global Classroom Module

23

Lesso! 1 6mail Fubric3

Score Layout/Design Global Classroom Module

2 Letter appears busy or boring. Text may be difficult to read. May have some grammar and or punctuation that indicates it is a friendly letter.

3 The letter is eyecatching and attractive. Text is easy to read. Grammar, style, and punctuation is indicative of a friendly letter.

4 The letter is creatively 24 designed with easily read text. Grammar, style, and purpose all excellent for a friendly letter.

Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation for a friendly letter.

Information/Audience/Style/Ton e

Information is accurate Information and is well complete, is written and creatively interesting written, and to read. is cleverly presented. Accurate parts of the Friendly Most Some Letter is Letter friendly friendly complete Improper form letter letter with all is used. elements elements required out of place may be elements. or missing. missing. Grammar, Punctuation and Style, Choice of Words purpose, audience, Excellent Grammar, Information grammar, job on punctuation, mislabled or and presentation, and choice of missing. punctuation style, words poor for Inaccurate all fair and grammar, a friendly punctuation indicative and letter. or grammar. of a punctuation. friendly letter. Following Classroom Guidelines Students are and instruction always on task, stay in Students their own Students are stay in their area, and often out of Students area and work their area occasionally talk quietly quietly. without leave area to their Students permission and without own followed are disruptive permission. partner project to the class. only. directions and classroom directions. Some Information is information poorly written, is provided, inaccurate, or but is incomplete. limited or inaccurate.

Global Classroom Module 1I0, 2 I C, 3 I :, 4 I 2 A<arris Middle chool, 2005B

25

Lesson 3 5esources: Article 1: Oba&a<s #in!er rints all over 25S Tea Part) scandal :/ La/ e%ulo* .ublished #ctober 20, 2013 Eo+"e*s&com 5ts (ast time ,or the media to be-i! as%i!- .reside!t #bama tou-h @uestio!s about the 5F co!servative tar-eti!- sca!dal& 2,ter all he *as i!volved, (ublicl/, ,rom the be-i!!i!-& Last Erida/, the 2merica! Ce!ter ,or La* a!d Lustice A*here 5 serve as Chie, Cou!selB ,iled its eco!d 2me!ded Com(lai!t a-ai!st the 4!ited tates, the 5F , a!d a le-io! o, 5F o,,icials& 'his Com(lai!t , i! *hich *e re(rese!t 41 or-a!iGatio!s i! 22 states, (rese!ts (erha(s the most com(lete stor/ /et o, the 5F co!servative tar-eti!- sca!dal& 2!d it is a! u-l/ stor/ i!deed&

Global Classroom Module

26

8hat *as sold to the 2merica! (ublic as a lo*;level sca!dal (er(etrated b/ a ,e* ro-ue em(lo/ees M a sca!dal sto((ed a,ter se!ior o,,icials became a*are a!d asserted co!trol M is !o* Ato borro* a 8ater-ate (hraseB >!o lo!-er o(erative&? 8as #bama i!volved i! the 5F sca!dal= <e *as the o!e *ho ide!ti,ied the tar-ets M i! the most (ublic ma!!er (ossible& 5!stead, *e detail a lo!-;ru!!i!- assault o! the 'ea .art/, be-i!!i!- shortl/ a,ter its emer-e!ce i! 200$, that is em(o*ered, e!coura-ed, a!d orchestrated !ot o!l/ b/ se!ior 5F o,,icials i! 8ashi!-to!, but also throu-h outri-ht tar-eti!- b/ the 8hite <ouse, Co!-ressio!al 0emocrats, a!d the mai!stream media& 5! ,act, the 5F *as doi!- little more tha! ,ocusi!- its atte!tio! e+actl/ *here the (reside!t o, the 4!ited tates told it to ,ocus M o! the -rou(s the (reside!t himsel, ide!ti,ied as a >threat to democrac/&? Co!sider .reside!t #bamas a--ressive (ublic stateme!ts M made )ust as *e !o* %!o* se!ior 5F o,,icials *ere i!te!tio!all/ a!d a--ressivel/ scruti!iGi!- co!servative -rou(s a((licatio!s ,or ta+ e+em(tio!& #! 2u-ust $, 2010 the (reside!t *ar!ed o, >attac% ads ru! b/ shado*/ -rou(s *ith harmless;sou!di!- !ames? duri!- his *ee%l/ radio address& 'he .reside!t said3 8e do!t %!o* *hos behi!d these ads a!d *e do!t %!o* *hos (a/i!- ,or them & & & /ou do!t %!o* i, its a ,orei-! co!trolled cor(oratio!& &&& 'he o!l/ (eo(le *ho do!t *a!t to disclose the truth are (eo(le *ith somethi!- to hide&? #! e(tember 16, 2010, .reside!t #bama o!ce a-ai! *ar!ed that some u!ide!ti,ied >,orei-!;co!trolled e!tit/? could be (rovidi!- >millio!s o, dollars? ,or >attac% ads&? Less tha! o!e *ee% later, he com(lai!ed that >!obod/ %!o*s? the ide!tities o, the i!dividuals *ho su((ort co!servative -rou(s& #! e(tember 22, 2010, .reside!t #bama *ar!ed o, -rou(s o((osi!- his (olicies >(osNi!-O as !o!;,or;(ro,it social a!d *el,are trade -rou(s? a!d he claimed such -rou(s *ere >-uided b/ seaso!ed Fe(ublica! (olitical o(eratives? a!d (ote!tiall/ su((orted b/ some u!ide!ti,ied >,orei-! co!trolled e!tit/&? #! #ctober 14, 2010, .reside!t #bama called or-a!iGatio!s *ith >be!i-! sou!di!-? !ames >a (roblem ,or democrac/?P the !e+t *ee% he com(lai!ed about i!dividuals *ho >hide behi!d those ,ro!t -rou(s,? called such -rou(s a >threat to our democrac/,? a!d claimed such -rou(s *ere e!-a-ed i! >u!su(ervised? s(e!di!-& "e+t, co!sider the 5F s actio!s ,ollo*i!- those stateme!ts& "ot o!l/ did the 5F co!ti!ue its tar-eti!-, it issued broad @uestio!!aires that made u!co!stitutio!all/; i!trusive i!@uiries desi-!ed to -et a!s*ers to e!actly the "uestions President #bama posed&

Global Classroom Module 8ho are /our do!ors= 8hat is the (olitical activit/ o, /our ,amil/ a!d associates= 8hat are the (ass*ords ,or /our *ebsites= 2,ter all, accordi!- to the (reside!t, /oure o!l/ a,raid to a!s*er these @uestio!s i, >/ouve -ot somethi!- to hide&? 'he dema-o-uer/ is breathta%i!-& "ot o!l/ does he raise the *holl/;u!substa!tiated (ossibilit/ o, shado*/ >,orei-!? i!volveme!t i! the 'ea .art/ -rou(s, a char-e i!credible o! its ,ace, but he -oes the e+tra mile o, calli!- such -rou(s, a >threat to our democrac/&?

27

8he! the (reside!t o, the 4!ited tates declares these -rou(s a >threat to our democrac/? is it a!/ sur(rise that his e!thusiastic su((orters Aa!d do!ors B *ithi! the 5F res(o!ded *ith a! u!(recede!ted cam(ai-! o, selective tar-eti!-, i!timidatio!, a!d -over!me!tal i!trusio!= #!e -ro*s *ear/ o, stati!- the obvious, but i, .reside!t :ush had declared a s(eci,ic cate-or/ o, citiGe! -rou(s a >threat to democrac/? (ote!tiall/ ru! b/ >(olitical o(eratives? or >,orei-!;co!trolled,? a!d the 5F lau!ched a! u!(recede!ted cam(ai-! o, tar-eti!- a!d i!trusive @uestio!i!-, the mai!stream media *ould have bee! rele!tless !ot o!l/ i! its i!de(e!de!t i!vesti-atio!s but i! its calls ,or accou!tabilit/ M at the hi-hest levels& 8as the (reside!t o, the 4!ited tates i!volved i! the 5F sca!dal= <e *as the o!e *ho ide!ti,ied the tar-ets M i! the most (ublic ma!!er (ossible& 2 (reside!t si!-li!- out citiGe!s -rou(s ,or tar-eti!- a!d i!trusive @uestio!i!- merel/ because he disli%es their messa-e a!d ,ears their (olitical i!,lue!ce= "o* that is a >threat to democrac/&? $ay e%ulo& is 'hief 'ounsel of the (merican 'enter for )a& and $ustice *(')$ Article 3: Obama' 4o IsugarcoatingI roblems +it* *ealt* +ebsite :/ To& Co"en, C"" u(dated 5355 .M 60', Mo! #ctober 21, 2013 'as"in!ton $CNN% ;; 2! u!scri(ted mome!t Mo!da/ summed u( .reside!t :arac% #bamaQs e,,ort to do*!(la/ (roblems (la-ui!- the -over!me!t *ebsite used to si-! u( ,or re@uired health i!sura!ce u!der his si-!ature health care re,orms& +.

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2s #bama ar-ued that the la* *as -ood a!d the *ebsiteQs (roblems *ould be ,i+ed, o!e o, the (eo(le chose! to sta!d behi!d him i! the 8hite <ouse Fose Garde! started to teeter& #thers su((orted the *oma!, 7armel 2lliso! o, a! 0ie-o, *ho a((eared o! the ver-e o, (assi!- out, a!d #bama @uic%l/ tur!ed to hel(& R5 -ot /ou& YouQre #7,R he said, reachi!- out to 2lliso!& <e the! )o%ed, R'his ha((e!s *he! 5 tal% too lo!-&R 5! the same assured a!d u(beat ma!!er, #bama also attem(ted to discuss the m/riad (roblems o, <ealthCare&-ov, the *ebsite ,or the 15S o, 2merica!s lac%i!- health covera-e to si-! u( ,or i!sura!ce& a/i!- there *as !o Rsu-arcoati!-R the lo-i! di,,iculties, lo!- *aits, re(eated ,ailures a!d other (roblems, the .reside!t added that tech i!dustr/ e+(erts *ere bei!- brou-ht i! to hel( *or%ers -oi!- 24D7 to resolve the *ebsite *oes& R"obod/Qs madder tha! me about the *ebsite !ot *or%i!- as *ell as it should, *hich mea!s itQs -oi!- to -et ,i+ed,R #bama said *ithout s(eci,/i!- e+actl/ *hat *e!t *ro!or *ho *as to blame& 2t the same time, he ar-ued that the health i!sura!ce available throu-h the 2010 2,,ordable Care 2ct (rovided 2merica!s (reviousl/ u!able to -et covera-e *ith the securit/ o, %!o*i!- that a! accide!t or ill!ess *ould!Qt ba!%ru(t them& 'hou-h some (eo(le are havi!- trouble a((l/i!-, those *ho have had the cha!ce to e!roll throu-h <ealthCare&-ov are Rthrilled *ith the result,R a!d (eo(le ca! a((l/ i! *a/s other tha! the *ebsite, i!cludi!- thou-h a call ce!ter a!d i! (erso!, #bama said& <ave /ou had trouble si-!i!- u(= Let us %!o* <e !oted that !e* mar%et(laces u!der the la* o(e!ed #ctober 1, the same da/ <ouse Fe(ublica!s ,orced a -over!me!t shutdo*! b/ tr/i!- to li!% co!ti!ued ,u!di!- to their dema!ds to disma!tle or de,u!d the health care re,orms& R5tQs time ,or ,ol%s to sto( rooti!- ,or its ,ailure, because hard*or%i!- middle class ,amilies are rooti!- ,or its success,R #bama said o, the health care la*& 'he (olitical sho*do*! over -over!me!t s(e!di!- a!d raisi!- the ,ederal borro*i!limit, *hich e!ded last *ee%, distracted (ublic atte!tio! ,rom the (roblems o, the !e* health care s/stem& #bama admi!istratio! o,,icials have hi-hli-hted the ,act that !earl/ 500,000 (eo(le have ,illed out a((licatio!s ,or #bamacare, thou-h the !umber *ho (urchased covera-e remai!s u!%!o*!&

Global Classroom Module 8ebsite called Qu!acce(tableQ

2$

5!itial di,,iculties have started to ease ,or lo--i!- o! to the *ebsite ,or the !e* e+cha!-es, some o, *hich are ru! b/ states a!d others b/ the ,ederal -over!me!t& "o*, (roblems are occurri!- ,urther alo!- the (rocess, *ith i!sura!ce i!dustr/ sources havi!said the/ are -etti!- some a((licatio!s *ith missi!- i!,ormatio!& 2 8ashi!-to! .ostD2:C "e*s (oll released Mo!da/ sho*ed that 56S o, res(o!de!ts co!sider the *ebsite di,,iculties a harbi!-er o, broader (roblems *ith the 2,,ordable Care 2ct, a co!sta!t tar-et o, co!servative critics *ho co!sider it the e(itome o, bi-over!me!t overreach& Fe(ublica!s %e(t u( their attac%s o! the health care re,orms Mo!da/, *ith the o,,ice o, e!ate Fe(ublica! leader Mitch McCo!!ell t*eeti!- that *he! a visit to the #bamacare *ebsite made a tri( to the 0e(artme!t o, Motor Cehicles seem (leasa!t, RitQs time ,or the .reside!t to co!sider dela/i!- this rushed e,,ort&R RGod o!l/ %!o*s ho* much mo!e/ the/Qve s(e!t, a!d itQs a ,ailure,R McCo!!ell said u!da/ o! the C: (ro-ram REace the "atio!&R RYou %!o*, the -over!me!t sim(l/ is!Qt -oi!- to be able to -et this )ob do!e correctl/&R 2t the 8hite <ouse, s(o%esma! La/ Car!e/ reiterated #bamaQs (oi!t that the (roblems have occurred i! the ,irst three *ee%s o, a si+;mo!th o(e! e!rollme!t (eriod, a!d more time *as !eeded to -et the s/stem ru!!i!- (ro(erl/& 2lthou-h March 31 is the deadli!e ,or (eo(le to -et health i!sura!ce or ,ace a ,i!e, o,,icials *ar! that ,ailure to si-! u( b/ Eebruar/ 15 could be a (roblem because o, the time !eeded ,or the covera-e to ta%e e,,ect& Car!e/ hi!ted that li!-eri!- (roblems i! si-!i!- (eo(le u( could result i! relie,, !oti!that the la* ma%es clear that Ri, /ou do !ot have access to a,,ordable health i!sura!ce, /ou *ill !ot have to (a/ a (e!alt/ ,or !ot havi!- a,,ordable health i!sura!ce&R <e also re(eated the .reside!tQs assertio! that hi-h dema!d i! the ,irst *ee%s o, the !e* e+cha!-es co!tributed to the *ebsite (roblems, !oti!- that the lar-er;tha!;e+(ected res(o!se e+(osed e+isti!- R-litches a!d %i!%s&R R8e !eed to ste( u( our -ame to e!sure that dema!d is met,R Car!e/ said i! re,ere!ce to the 0e(artme!t o, <ealth a!d <uma! ervices co!tracti!- *ith outside e+(erts to hel( solve the (roblems& 'he Fe(ublica! "atio!al Committee challe!-ed the -over!me!t Rtech sur-e,R sa/i!- i! a stateme!t that it *as Rcode ,or Qs(e!di!- sur-e,Q a!d *ill *aste hu!dreds o, millio!s o, u!bud-eted ta+(a/er dollars&R

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Fe(ublica!s have i!creasi!-l/ called ,or <ealth a!d <uma! ervices ecretar/ 7athlee! ebelius to lose her )ob because o, the *ebsite (roblems& ebelius atte!ded Mo!da/Qs Fose Garde! remar%s, a!d the <ouse 6!er-/ a!d Commerce Committee a!!ou!ced that she *as e+(ected to testi,/ at a! #ctober 30 heari!- o! the cause o, the (roblems& 'he (a!el also said it *ill hold a heari!- o! 'hursda/, *ith co!tractors CG5, erco a!d 6@ui,a+ set to testi,/ o! their roles i! the situatio!& ebelius *as i!vited to this *ee%Qs heari!- but had a scheduli!- co!,lict, her o,,ice said& #bama re)ected the G#. attac% li!e, sa/i!- the be!e,its o, the health care re,orms ;; (articularl/ ,or (eo(le (reviousl/ u!able to -et health covera-e or a,,ord hi-h;cost (olicies ;; *ere too im(orta!t to halt (ro-ress because o, tem(orar/ (roblems such as *ebsite di,,iculties& R'he esse!ce o, the la*, the health i!sura!ce thatQs available to (eo(le, is *or%i!- )ust ,i!e,R he said& R5! some cases, actuall/, itQs e+ceedi!- e+(ectatio!s& 'he (rices are lo*er tha! e+(ected, a!d the choice is -reater tha! *e e+(ected& :ut the (roblem has bee! that the *ebsite thatQs su((osed to ma%e it eas/ to a((l/ ,or a!d (urchase the i!sura!ce is !ot *or%i!- the *a/ it should ,or ever/bod/& 'hereQs !o su-arcoati!- it& 'he *ebsite has bee! too slo*& .eo(le are -etti!- stuc% duri!- the a((licatio! (rocess&R Lo--i!- i! tou-h ,or some earl/ re-istra!ts 'he a((licatio! (ortio! o, the *ebsite *as brou-ht do*! this *ee%e!d ,or over!i-ht mai!te!a!ce, as it has bee! o! (revious *ee%e!ds a!d some *ee%!i-hts& 2! admi!istratio! o,,icial co!,irmed to C"" that additio!al -over!me!t a!d (rivate tech!olo-/ e+(erts *ill be brou-ht o! to hel( solve the (roblems but did !ot (rovide a!/ details& R'o e!sure that *e ma%e s*i,t (ro-ress, a!d that the co!sumer e+(erie!ce co!ti!ues to im(rove, our team has called i! additio!al hel( to solve some o, the more com(le+ tech!ical issues *e are e!cou!teri!-,R the <ealth a!d <uma! ervices de(artme!t said i! a blo- (ost u!da/& R#ur team is bri!-i!- i! some o, the best a!d bri-htest ,rom both i!side a!d outside -over!me!t to scrub i! *ith the team a!d hel( im(rove <ealthCare&-ov&R '*o o,,icials said that sta,,i!- at call ce!ters has bee! i!creased b/ about 50S to hel( (eo(le (ho!i!- i!, a!d o,,icials are em(hasiGi!- that !o*, as a! alter!ative, o!e ca! e!roll over the (ho!e& 2bout 1&2 millio! calls have bee! (rocessed ,rom those see%i!i!,ormatio!& <o(e ,or a smoother ride o! <ealthCare&-ov

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'he admi!istratio! is still !ot releasi!- the !umbers o! ho* ma!/ (eo(le have ta%e! the !e+t ste( o, e!rolli!-3 choosi!- a s(eci,ic health care (la!& 'he admi!istratio! has said it *ill do that o!l/ o! a mo!thl/ basis, so the ,irst tall/ o, e!rollme!t !umbers *ill come i! "ovember& 'he Co!-ressio!al :ud-et #,,ice has said it e+(ects 7 millio! (eo(le to e!roll b/ 2(ril 1& 2lthou-h the admi!istratio! tall/ o, a((licatio!s did !ot brea% do*! ho* ma!/ o, the a((licatio!s came throu-h state;ru! e+cha!-es, a C"" surve/ o, o,,icials *ith those e+cha!-es ,ou!d that at least 257,000 (eo(le had si-!ed u( ,or !e* i!sura!ce (la!s as o, Erida/ a,ter!oo!& "ot all o, them had made a (a/me!t, a!d !ot ever/ state res(o!ded to the C"" re@uest& 2 Co!sumerFe(orts&or- article last *ee% o,,ered ti(s ,or (eo(le tr/i!- to si-! u(, but had the ,ollo*i!- advice ,or those over*helmed b/ the di,,iculties3 R5, all this is too much ,or /ou to absorb, ,ollo* our (revious advice3 ta/ a*a/ ,rom <ealthcare&-ov ,or at least a!other mo!th i, /ou ca!& <o(e,ull/ that *ill be lo!- e!ou-h ,or its so,t*are ve!dors to clea! u( the mess the/Qve made&R Article 4: 8i!!ers a!d losers i! the -over!me!t shutdo*! battle LetQs )ust sa/ it *as a rou-h cou(le *ee%s ,or the G#. :/ 7eith 8a-sta,, T #ctober 16, 2013 e* *ould ar-ue that a!/bod/ came out a R*i!!erR a,ter the disaster %!o*! as the -over!me!t shutdo*!& 'he (olls sho* that 2merica!s are (rett/ much tired o, ever/bod/ i! 8ashi!-to!, a!d !obod/ sou!ded all that trium(ha!t *he! it *as over& R'here are !o *i!!ers here,R said 8hite <ouse (ress secretar/ La/ Car!e/ a,ter e!ate leaders reached a deal to ,u!d the -over!me!t u!til La!uar/ 15 a!d e+te!d the debt ceili!- to Eebruar/ 7& 'he <ouse a!d the e!ate are e+(ected to (ass the deal later to!i-ht, e!di!- our t*o;*ee%;lo!- !atio!al !i-htmare& till, some (eo(le *ere hurt more badl/ b/ the shutdo*! tha! others, *hich could have serious co!se@ue!ces i! the *orld o, (olitics U !ot to me!tio! ,uture bud-et battles& 2,ter the dust settled, here is *ho came out o! to(, a!d *ho is lic%i!- their *ou!ds& Winners (Kind of) President +arac- Oba&a 6ver si!ce the -over!me!t shutdo*! be-a! o! #ctober 1, the (reside!t mai!tai!ed that he *ould!Qt !e-otiate over the debt ceili!-, claimi!- that RCo!-ress does!Qt -et to

Global Classroom Module dema!d a ra!som ,or doi!- their )ob&R

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"ot that #bama is (olli!- too *ell *ith the 2merica! (ublic& :ut he stood his -rou!d as Fe(ublica!s too% the ma)orit/ o, the blame ,or the shutdo*!, *hich *ill come i! ha!d/ the !e+t time he ta!-les *ith the G#. over the bud-et& More im(orta!tl/, he ma/ have ,i!all/ bro%e! a debilitati!- c/cle that has see! the G#. use the threat o, eco!omic calamit/ to *i! co!cessio!s ,rom 0emocrats& 'hatQs -ood !e*s ,or both #bama a!d ,uture (reside!ts& Oba&aCare 'his drama oste!sibl/ started over the 2,,ordable Care 2ct, but #bamaQs si-!ature health;care la* loo%s (rett/ much the same !o* as it did t*o *ee%s a-o& 5, a!/thi!-, the bic%eri!- i! 8ashi!-to! distracted the media ,rom #bamaCareQs -lari!- tech!ical (roblems, as users ,ou!d themselves ,aci!- error messa-es, crashes, a!d dela/s *hile sho((i!- o!li!e ,or health i!sura!ce& 5! the debt ceili!- deal, 0emocrats have re(ortedl/ thro*! 'ea .art/ Fe(ublica!s a small bo!e i! the ,orm o, sli-htl/ tou-her i!come veri,icatio! sta!dards ,or i!sura!ce subsidies& :ut the la* basicall/ did!Qt cha!-e at all, a!d #bamaCare is actuall/ sli-htl/ more (o(ular *ith 2merica!s !o* tha! it *as be,ore the shutdo*!3

T"e ;e&ocratic Part) 8hile G#. la*ma%ers ,ou!d themselves i! co!sta!t co!,lict *ith each other, 0emocrats remai!ed u!i,ied behi!d the (reside!tQs messa-e& 'he result= 'he/ e!ded u( loo%i!- li%e the adults i! this ,iasco, a!d did!Qt have to -ive u( a!/thi!- ma)or (olic/;*ise to boot& Gra!ted, 43 (erce!t is!Qt a -reat ,avorabilit/ rati!-, but itQs *a/, *a/ better tha! the 21 (erce!t Fe(ublica!s -ot i! the same (oll& 0emocrats mi-ht !ot -et e!ou-h o, a boost to *i! bac% the <ouse& till, itQs a much more realistic sce!ario tha! it *as be,ore the shutdo*! started, a!d the 0emocrats should have a better cha!ce o, holdi!- o! to the e!ate&

Global Classroom Module Losers Tea Part) 5e ublicans Yes, the G#. as a *hole loo%s (rett/ bad& :ut the 'ea .art/ Fe(ublica!s *ho led the char-e a-ai!st #bamaCare loo% eve! *orse&

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Last *ee%, a Gallu( (oll sho*ed that o!l/ 21 (erce!t o, 2merica!s had a ,avorable o(i!io! o, the 'ea .art/, a! all;time lo*& 'ea .artiers have (rett/ much !othi!- to sho* ,or their e,,orts, a!d their loss reaches mi!d;bo--li!- levels o, i!e(t!ess *he! /ou co!sider that the/ could have *o! some co!cessio!s o! the debt ceili!- i, the/ had!Qt dema!ded that 0emocrats dela/ a!d de,u!d #bamaCare& "o*, the/ ,ace the ver/ real (ossibilit/ o, losi!- seats i! the <ouse, es(eciall/ i! districts *ith moderate challe!-ers *aiti!- i! the *i!-s& 'hat has some 'ea .art/ Fe(ublica!s, li%e Fe(& Faul Labrador AF;5dahoB, (la/i!- do*! the eve!ts o, the (ast ,e* *ee%s, claimi!- that Fe(ublica!s R!ever as%ed ,or a ,ull re(eal o, #bamaCare&R T"e A&erican econo&) Yes, the cou!tr/ avoided total eco!omic colla(se, but at *hat cost= 2rou!d 100,000 ,ederal *or%ers s(e!t t*o *ee%s *ithout (a/& Local eco!omies surrou!di!- !atio!al (ar%s lost a! estimated V76 millio! ever/ da/ ,rom lost visitors& 2!d Chi!a, the cou!tr/Qs lar-est creditor, used the shutdo*! as a! ar-ume!t ,or a Rde;2merica!iGed *orld,R a mar% o, ho* badl/ the shutdo*! has hurt the 4& &Qs -lobal ima-e& #verall, the shutdo*! cost the -over!me!t some V24 billio!& 2ll to e!d u( ri-ht *here *e started& 6ve! *ithout de,ault, the -over!me!t shutdo*! has Ralread/ led to the bi--est (lu!-e i! co!sumer co!,ide!ce si!ce the colla(se o, Lehma! :rothers i! 2001,R re(orted The ,e& -or% Times& 5t mi-ht ta%e mo!ths ,or the Labor 0e(artme!t U *hich ,ailed to release the e(tember )obs re(ort because o, the shutdo*! U to ,ull/ assess the e+te!t o, the dama-e& 8he! it does, cha!ces are the 2merica! (eo(le *o!Qt li%e *hat the/ see& Draw Sen/ Ted Cru= $5*Te9as% 5t seems li%e CruG, *ho *atched his e,,orts to de,u!d a!d dela/ #bamaCare ,ail miserabl/, *ould be the da/Qs bi--est loser& <e *as blasted b/ ,ello* Fe(ublica!s& <is hometo*! !e*s(a(er, the .ouston 'hronicle, eve! revo%ed its e!dorseme!t o, him ,rom last /ear& o *h/ is!Qt CruG *orried about his e!ate seat= .robabl/ because his a!ti;#bamaCare theatrics resulted i! a hu-e (a/da/& <is ,u!draisi!- cam(ai-! (ulled i! !earl/ V100,000

Global Classroom Module over the last @uarter, almost double *hat he raised the @uarter be,ore& 8hile the rest o, 2merica mi-ht !ot love CruG, his base a!d his do!ors still su((ort him& <ello, 2016& >ouse S ea-er ?o"n +oe"ner $5*O"io% 2,ter a bruisi!- t*o *ee%s, the s(ea%er ,i!all/ -ot some love ,rom ,ello* Fe(ublica!s a,ter he a-reed to (ut a e!ate deal u( ,or a vote o! the <ouse ,loor& R5 *ould -ive him a! Q2&Q 5 thi!% heQs do!e a ver/ -ood )ob over the last ,e* *ee%s,R said Fe(& 'om McCli!toc% AF;Cali,&B&

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8hether or !ot that ma%es u( ,or the humiliatio!s he su,,ered duri!- the shutdo*! is u( ,or debate& #!ce a-ai!, he sho*ed that his s(ea%ershi( is e!tirel/ beholde! to his i!tra!si-e!t ri-ht ,la!%& 2!d itQs hard to desi-!ate someo!e *ho -raced this !e*s(a(er cover a *i!!er3 till, it loo%s li%el/ that :oeh!er *ill %ee( his )ob, i, o!l/ because he stood b/ the 'ea .art/ to the bitter e!d& #h, a!d !obod/ else *a!ts it&

Lesson 3 Screen S"ot o# S&art+oard 'ar& ( C"art:

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Lesson 3 5esource: See attac"ed P;6S #or >Guideli!es ,or 8riti!- 0i,,ere!t '/(es o, "e*s 2rticles,? >2r-ume!t 8riti!- Gra(hic #r-a!iGer,? a!d >2r-ume!t 8riti!Chec%list,? *or%sheets& Ae.als, 2012B

Lesson 3 5esource To ic 'or-s"eet:

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'ee! Fe(orters3 'o(ic u--estio!s ,or <i-h chool You ma/ t*ea% a!/ o, these to(ic su--estio!s to ,it the t/(e o, *riti!- that i!terests /ouW Eor e+am(le, i, a challe!-e as%s /ou ,or /our o(i!io! Aeditorial (ieceB o! health care, /ou ma/ tur! it i!to a hard !e*s (iece& 5! /our hard !e*s (iece /ou could e+(lai! health care a!d the di,,ere!t (art/s (ositio! o! it& 5! a huma! i!terest (iece, /ou could i!tervie* someo!e (erso!all/ a,,ected b/ the curre!t health care (ro-ram a!d tell the reader that (erso!s stor/& .ee in Mind: * Give accurate and su##icient bac-!round in#or&ation * E9 lain clearl)@ * (se Auotations to &a-e a better article * Cite $identi#) t"e source o#% ever)t"in! t"at is not )our o,n t"ou!"t 1& 2s a stude!t soo! to be ,aci!- colle-e tuitio! a!d loa!sDdebt to accom(a!/ it, *hat do /ou thi!% about the avera-e tuitio! costs at di,,ere!t t/(es o, colle-es i! the 4& & Astate u!iversities, (rivate colle-es, commu!it/ colle-es, virtual colle-es, etcB= 0o /ou thi!% the -over!me!t should subsidiGe some o, the cost= Ca! /ou com(are it to colle-e costs i! other cou!tries= Ae&-& 5! 5srael (ublic u!iversities cost V2,000 a!!uall/ to atte!dB= 2& 0o /ou thi!% the media A'C, radio, i!ter!et, !e*s(a(ersB e,,ects /our %!o*led-e o, eve!ts= 0oes the media )ust hel( us ,ormulate our o*! o(i!io! or does it i!,lue!ce our o(i!io!= ; <ard "e*s3 8rite this article as a small research (a(er& 6+(lai! ho* di,,ere!t ,orms o, media have bee! used throu-hout histor/ to i!,lue!ce (ublic (erce(tio!& Give e+am(les, bac%-rou!d, a!d @uotatio!s to su((ort /our article& 3& Lobs a!d the stru--li!- eco!om/ are ma)or issues i! this electio!& <o* have cha!-es i! the eco!om/ or ,e*er )obs a,,ected /ou or /our surrou!di!-s= 4& <o* do /ou thi!% health care should be (rovided a!d (aid ,or i! the 4!ited tates= 5s <ealthcare (rovided i! /our e.als cou!tr/= 5& Gu! co!trol has bee! a hu-e to(ic o, debate& hould i!dividuals be allo*ed to o*! a!d carr/ their o*! -u!s= hould -u!s or certai! t/(es o, -u!s be ba!!ed= hould the -over!me!t co!trol the use o, -u!s, a!d i, so, ho*= 6& Ga/ Marria-e3 should cou!tries ta%e a sta!ce o! the issue= hould the -over!me!t -et i!volved or should it be a (erso!al issue= 8hat is /our e.als cou!tr/= 7& 8ome!s Fi-hts3 voti!-, educatio!, career, health etc& 1& You ma/ also choose a to(ic o, /our choice& 8rite the to(ic o, /our choice o! the li!e belo* i! order to -et teacher a((roval3

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Lesson 3 5esource: >el #ul 5esearc" Lin-s 'ebsite: 5!,ormatio! Fesources3 *tt '??to ics(nytimes(com?to ?ne+s?international?countriesandterritories?germany?i ndeB(*tml *tt '??+++(state(gov?misc?list? *tt s'??+++(cia(gov?library? ublications?t*e-+orld-factboo<? *tt '??+++( rocon(org? 8riti!- Li!%s *tt '??+++(nytimes(com?learning?general?s ecials?+eblines? rint,(*tml *tt s'??o+l(englis*( urdue(edu?o+l?resource?201?1? *tt s'??o+l(englis*( urdue(edu?o+l?o+l rint?201?

&eferences

Global Classroom Module 5dams, &( 320126( 9riendly *ig* sc*ool' 8c*ool im rovement lan( 7n #rince Georges County #ublic 8c*ools 3=d(6, Executive Summary &etrieved from *tt '??+++1( gc s(org?searc*(as BEAJfriendly *ig* sc*ool demogra *ics 78%=( 320016( 4=%8 for students 2001( &etrieved 9ebruary 20, 2011 from *tt '??+++(iste(org(

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Maryland 8tate @e artment of =ducation( 320006( Using the state curriculum: LSN Government, high school( &etrieved from *tt '??+++(md<12(org?instruction?*svsc?government?standard1(*tml 4ational Governors 5ssociation( 320126( Common core: English language arts standards( &etrieved from *tt '??+++(corestandards(org?=F5-Fiteracy?