The Devil’s in the Details: The Salem Witch Trials

In a small Massachusetts village in 1692, two young girls began having a series of fits that quickly afflicted other girls and young women in the town. Finding no physical cause for the fits, local physicians quickly dubbed it the work of the devil. The girls were thought to be possessed through witchcraft, and they quickly accused three village women of having cast the evil spells. As the news rapidly spread through the New England region, other girls suffered similar afflictions in neighboring towns, and increasingly numbers of women (and some men) were thus accused of witchcraft. In the span of four months, more than 150 people stood accused of witchcraft in the region, and 24 died as a result. Some died in prison, but the majority were executed by hanging, or in one case, being crushed under the weight of piled stones. The event marks a sad and bizarre chapter in American history, and is now viewed as a cautionary tale regarding mass hysteria, as well as legal and moral rushes to judgment.

Life in 17^th century New England was fraught with difficulties and moral repression. Belief in witchcraft and the supernatural was deeply ingrained in the community, and events such as infant mortality, crop failures, and the like were attributed to the works of the devil. Salem Village, the locus of the hysteria, was known even before the Trials as a hotbed of discontent in the region.  Villagers constantly bickered over property lines, livestock grazing rights, and perceived social slights and snubs. Religious extremism in the form of their Puritan beliefs also contributed to villagers’ moral intolerance, repression, and social isolation, making the town and others like it virtual tinderboxes waiting to ignite.

Over 300 years later, the Salem Witch Trials continue to fascinate historians and students alike. The topic is ripe with cross-curricular possibilities, ranging from U.S. history, English Language Arts, civics, religion, sociology, jurisprudence, and other subjects. There is a vast amount of primary source documents relating to the Trials available online, making it a great opportunity for students to hone research skills. This week, I’ve selected three resources for various grade levels that all focus on the Salem Witch Trials, and how such a travesty could happen.  I’ll also be featuring several new lessons and resources on this topic each day throughout the week on our Facebook and Twitter pages, so be sure to check those pages regularly.

Salem Witch Trials

http://www.thegateway.org/browse/dcrecord.2010-12-06.6887919622

Subjects: Language Arts; US History

Grade 3

In this lesson, students will be able to briefly summarize the Salem Witch Trials. They will learn about children’s lives in 17^th century New England, and imagine what children’s lives were like during the Trials. This lesson was created by two teachers from Saugus Public Schools in Saugus, Massachusetts.

Dramatization of the Salem Witch Trials

http://www.thegateway.org/browse/dcrecord.2011-10-02.6386808020

Subjects: US History, Civics

Grade: 4-6

A simple play and follow-up activities can provide elementary students with an opportunity to compare fair and unfair trials. This activity can also provide discussion of why we have certain fair trial (or due process) protections under the Constitution and the Bill of Rights. This lesson was produced by the American Bar Association, a professional association for lawyers in the U.S. The ABA offers educational resources on the law aimed at students and for the classroom.

Colonial America: The Salem Witch Trials

http://www.thegateway.org/browse/dcrecord.2010-12-06.9728953810

Subjects: US History, Writing

Grade: 9-12

In this lesson, students will learn the basic facts about the Salem Witch Trials and the different theories for the hysteria. They will examine primary source documents, describe the characteristics of Puritanism and its role in 17th-century Salem, and write a fictional, first-hand account as if living in Salem Village in 1692, which reflects one or more of the theories. This lesson is a product of Discovery Education, which provides digital resources to schools and homes with the goal of making educators more effective, increasing student achievement, and connecting classrooms and families to a world of learning.

~ Joann's Picks - October 27, 2011 ~

9/11

This week marks the 10^th anniversary of 9/11. For me, the only day that was worse than September 11, 2001 was September 12, 2001. By then, the shock of what had happened was starting to recede, and the grim reality of the utter devastation was sinking in. Most of our K-12 students are too young to remember much, if anything, about that day, but it remains a watershed event in American history. The legacy of 9/11 is that the U.S. is a changed nation, psychologically, politically, and culturally. It’s forever changed the way that we view our personal freedoms and security. A recent study indicates that emergency response personnel – the firefighters, police officers, and EMTs who worked furiously to save others at the World Trade Center – are being diagnosed with various types of cancers from the toxic dust at an alarming rate. The tragedy of 9/11 still resonates through each of us, every day.

The Memorial at the new World Trade Center site in New York City is scheduled to open on the tenth anniversary of 9/11, on September 11, 2011. The site includes the Survivor Tree, reflecting pools, and panes of glass from one of the original twin towers. It’s a reminder that even in the face of terrorism and tragedy, life does indeed continue, and we move forward as a nation and as people.

Many students learn about the events of 9/11, and why it happened, at school. For nearly a decade, school districts throughout the nation have held annual observations or remembrances on the date, sometimes following up with related lessons, and sometimes simply allowing the students to commemorate the event in their own ways. The social, political, economic, and historical events leading up to 9/11 and its aftermath are intricate and varied, and ripe for study. Terrorism, religious and social extremism, geography, tolerance, and world history are just some of the topics that can be explored in class discussions of September 11, and these and other topics can be adapted for different age groups.

My picks this week focus on the events of 9/11 and its aftermath. The resources are for a variety of grade levels, and many can be adapted for different ages.  We’ll also be featuring several new lessons and resources on 9/11 daily throughout the week on our Facebook and Twitter pages, so be sure to take a look.

September 11 National Day of Service Lesson Plans

http://www.thegateway.org/browse/dcrecord.2011-09-01.0805353918

Subjects: US history, Character education

Grades: K-12

These three lessons aim to teach valuable, heartfelt, and constructive lessons about the 9/11 experience, the way tragedies impact us as people, and the remarkable spirit of service that arose in response to the attacks. Students will learn about the incredible outpouring of support from people following the attacks, select causes or organizations

to support through service projects as a way to honor the victims of 9/11, and plan and execute those projects. While the lessons are aimed at the entire range of K-12 students, teachers may want to make adaptations for younger students. This lesson is a product of

911day.org, part of MyGoodDeed.org. MyGoodDeed.org is a national nonprofit organization that successfully led a seven-year effort to establish September 11 as a National Day of Service and Remembrance.

Lesson MV-11: Civil Rights in the Age of Terrorism

http://www.thegateway.org/browse/dcrecord.2011-09-01.6648623912

Subjects: US history, Civics

Grade: 7-8

In this lesson, students will define and identify some American civil rights, analyze hypothetical cases, and discuss the impact of terrorism on these rights. This lesson is a product of the New Jersey Commission on Holocaust Education at the State of New Jersey Department of Education, which provides Holocaust and genocide education materials to the state of New Jersey and beyond.

The Post 9/11 Landscape

http://www.thegateway.org/browse/dcrecord.2011-09-01.7854436879

Subjects: English Language Arts, US history

Grade: 6-12

In this podcast, teen readers will encounter page-turning suspense and hard-hitting social commentary in books exploring the political and cultural landscape of our post-9/11 world. Tune in to hear how graphic novels place the events of 9/11 in historical context, how war stories put a human face on the costs of military conflict, and how young adult novels imagine roles that teens can play in working for a better world. This lesson was produced by ReadWriteThink, which offers peer-reviewed lessons in reading and English/Language Arts.

~Joann's Picks - September 9, 2011~

Bill and the Fed’s Excellent Adventure

Younger students don’t spend much time thinking about laws, or how they are created. They understand laws as “rules” that are meant be followed, and that the appearance of police officers and general unpleasantness may occur if the rules (laws) aren’t obeyed. It’s not until upper elementary and middle school that students really start to grasp the notion that laws don’t just arbitrarily happen, but are in fact the result of a lengthy process that often takes unexpected twists and turns.

In many American public schools, students begin learning about the branches of government and the legislative process in 8^th grade. There are, however, many good lessons, activities, and online sites that present information on the workings of government and how bills become laws for younger students. If you’re of a certain age, your introduction to the legislative process was likely the Schoolhouse Rock video I’m Just a Bill, which is still as good as you remember and widely available on YouTube, SchoolTube, and similar sites. A basic understanding of how bills become laws is critical for civic literacy, and students of all ages should be exposed to age-appropriate resources that explain the journey that bills take on their way to becoming laws.  At younger ages, students can learn how bills are proposed and sponsored, while older students’ lessons can incorporate how bills are debated, tweaked, negotiated, and voted upon, as well as how lobbyists can affect the legislative process.

The vast majority of bills never become laws. Many fizzle somewhere along the route for a lack of Congressional support, or are perhaps ultimately vetoed by the President. Learning the legislative process not only exposes students to the workings of Congress and how laws are created, but also allows them to more fully understand how laws help to regulate our society and improve the way we live. My picks this week all focus on the journey that bills must take in order to become U.S. laws. I’ll also be featuring many different types of resources and materials for all ages on the legislative process on our Facebook and Twitter pages, so be sure to check those pages.

From a Bill to a Law

http://www.thegateway.org/browse/dcrecord.2011-06-27.1468897480

Subjects: Civics, U.S. government

Grade: 3-6

This activity is designed to familiarize students with the legislative process and increase student awareness of their district Representative and the responsibilities of Members of the U.S. House of Representatives. This resource was produced by the U.S. House of Representatives, which offers a variety of lesson plans and resources for teachers and students.

How a Bill Becomes a Law: Charting the Path 

http://www.thegateway.org/browse/dcrecord.2009-02-16.6574511645/

Grade: 6-8

In this lesson, students learn the steps of a bill becoming a law and use this information to write a story about "the life of a bill." Students then evaluate the effectiveness of our system of creating laws. This lesson was produced by The Dirksen Congressional Center, a non-partisan organization that seeks to promote a better understanding of Congress and its leaders through educational programs and research.

Congressional Committees and the Legislative Process http://www.thegateway.org/browse/dcrecord.2011-06-27.0918290792

Subjects: Civics. U.S. Government

Grade: 9-12

This lesson plan introduces students to the pivotal role that Congressional committees play in the legislative process, focusing on how their own Congressional representatives influence legislation through their committee appointments. Students begin by reviewing the stages of the legislative process, then learn how committees and subcommittees help determine the outcome of this process by deciding which bills the full Congress will consider and by shaping the legislation upon which votes are finally cast. With this background, students research the committee and subcommittee assignments of their Congressional representatives, then divide into small groups to prepare class reports on the jurisdictions of these different committees and their representatives' special responsibilities on each one. Finally, students consider why representation on these specific committees might be important to the people of their state or community, and examine how the committee system reflects some of the basic principles of American federalism. This lesson is a product of EDSITEment, an educational outreach program of the National Endowment for the Humanities. EDSITEment offers lesson plans and activities for social studies, literature and language arts, foreign languages, art, culture, and history classrooms.

~Joann's Picks - July 14, 2011~

Bringing History Home: Learning from the Nonviolence of the Freedom Riders

Growing up, I can remember sitting through quite a few filmstrips in class, trying not to let the buzzing of the reels lull me to sleep, wondering why we were watching it in the first place. Was the teacher just trying to fill the class period with something, since they hadn’t come up with a better plan? Thinking about using documentaries like Freedom Riders from American Experience got me contemplating the value of using movies in the classroom and how teachers can do this most effectively.

The Freedom Riders were inspired by the values of Mahatma Gandhi to stage their own nonviolent protests in the 1960’s to bring racial justice to the southern United States. Their historic ride on public transportation was well documented in words, pictures, and videos. This footage of the rides and the hatred and violence they encountered along the way was collected along with interviews of surviving Freedom Riders into a PBS documentary called Freedom Riders. This movie can be used in a history or social studies class as an inspiring story of how young people can truly make a difference in the world.

With so many historical documentaries available on DVD and streaming online, teachers have a plethora of movie choices instead of the often-small selection of grainy filmstrips to check out of the library in the past. The better selection of movies alone won’t make much of a difference, though, unless we combine the movie viewing with engaging activities. How can we be sure our students are getting the full benefit of the movies we show in the classroom? We don’t want students to forget what they saw before they make it to their next class. We want to inspire them to take what they learn from a movie and do something with it.

PBS’s American Experience and WGBH’s Teacher’s Domain released a Democracy in Action teacher’s guide to make it easier for teachers to bring Freedom Riders into the classroom. The format of this guide divides activities into pre-viewing, viewing, and post-viewing. If you plan your activities this way, students will be more engaged as thy watch the film and you will be able to follow up the viewing with activities to challenge and extend students’ thinking about the topic. I have been tempted to just pop in a movie to fill a class period without planning, but the information would most likely go in one ear and out the other, hardly a valuable use of my students’ time.

Democracy in Action puts together readings with a list of questions for students to answer before they view Freedom Riders. A pre-viewing activity like this can hook students into a subject before they watch a movie about it, keeping them engaged as they watch. One of these questions challenged students to create identity charts for some Freedom Riders and themselves. I like open-ended activities like this since they allow students to think critically about the topic and to form some opinions, making the movie even more interesting for them. When creating pre-viewing activities of your own, you might consider listening to music from the era and assigning a hands-on activity to get more of your students’ senses involved.

It’s helpful to have something for students to do during a movie viewing in class. I usually create an advanced organizer with questions to answer during the film. If you are expecting your students to give thoughtful answers, you might want to consider stopping the movie periodically to allow them to collect their thoughts. I find it helpful to preview the movie myself while answering the questions on the advanced organizer to be sure I know where I should pause the movie. For question ideas for Freedom Riders, please see WGBH’s teacher’s guide. The guide includes detailed readings and open-ended questions that require students to think about the people involved in the Rides and what they would have done if placed in the same situation as these young people were put in during the early 60’s. The guide also tells you when to stop the movie to allow time for students to answer questions.

What is your goal in showing a movie like Freedom Riders in your classroom? If you are aiming to inspire social action and build students’ character, your post-viewing activity should reflect that. I like the final reading and questions in the guide, and I think you could build a valuable activity from one group of questions in particular. These questions read:

“What do you see as the civil rights struggles of today? How might these issues be addressed? What role might the courts play? What role might individuals and groups play? To what extent is the philosophy of nonviolence a useful way to address today’s challenges?"

Mahatma Gandhi inspired the nonviolent tactics used by CORE in the planning of the Freedom Rides. After students think about the questions from WGBH, try helping them discover an issue of social injustice they want to change. One example I immediately thought of is bullying, but your students may have plenty of other ideas. Guide them to think about how far they would be willing to go to change that issue. They can come up with a plan of action, and depending on how much time you can dedicate, they can turn the plan in, actually carry the plan out, create a song or skit about the injustice, or do something else that you feel would get them to think about the situation deeply and to empathize with the people involved.

Watching a movie like Freedom Riders can bring history alive. Watching the movie, answering open-ended questions, participating in discussions, and creating a plan of action for current social issues will help your students understand that they are a part of history.

When you are looking for quality activities and other resources, search The Gateway to 21st Century Skills to find ones that meet your needs. The Gateway has a Standards Suggestions Tool, so you will be able to see how each activity meets your state standards. We have featured resources each week on a particular topic and we support these resources with two columns on the home page that will help you bring that topic into the classroom. We announce other pertinent resources daily on our Facebook and Twitter pages. If you would like to read about any of our past topics, you can read them on our blog. We hope you will join our community and be part of the conversation!

~Peggy's Corner - 5/14/2011~

Freedom Fighters

The early 1960s was a tumultuous time in modern civilization, and especially in American history. The American presence in Vietnam was rapidly increasing, violent crime statistics rose dramatically, riots blighted many urban areas, and racism was still prevalent in many parts of the country. After the quiet social conformity and conservatism of the 1950s, the upheaval of the sixties shocked many people and brought about a maelstrom of social change.

In 1960, the U.S. Supreme Court ruled in Boynton v Virginia that segregation in interstate bus and rail stations was unconstitutional. Despite the ruling, many stations in the southern U.S. continued to maintain separate terminals for blacks and whites, and many buses still designated “blacks only” seating. Determined to focus national attention on the lingering racial discrimination, the first Freedom Ride rolled out of Washington, DC on May 4, 1961. These Freedom Riders consisted of seven black and six white activists seated in two public buses, all intent on testing the effect of the Supreme Court’s ruling in the deep south. The Riders experienced a relatively quiet trip until the second week of their journey, when they began to endure severe beatings, jail terms, the torching of buses, and complete indifference by many police forces and medical staff through parts of Alabama and Mississippi. While the Freedom Riders never made it to their ultimate destination in New Orleans, their courage, determination, and strict code of non-violence sparked many supporters, and ultimately forced the U.S. government to end the abuse and enforce civil rights laws.

This year marks the 50th anniversary of the Freedom Rides. Several reunions and functions are planned to commemorate the event, and to celebrate the 400 black and white Americans who ultimately participated in the Rides. There is also a great deal of buzz about a new PBS American Experience documentary entitled Freedom Riders, which will premiere nationwide on May 16, 2011. This WGBH production explores in depth the Rides, the people involved in the movement, and the social issues that fueled the movement. This week, I’ve selected three resources for various grade levels that feature age-appropriate lessons about the Freedom Rides. Please be sure to check out our Facebook and Twitter pages as well, as we’ll be featuring several new lessons, activities, and other resources on the Freedom Rides each day for the entire week.


Democracy in Action
http://www.thegateway.org/browse/dcrecord.2011-04-24.0693875836
Subjects: Civics, U.S. history
Grade: 9-12
Despite federal laws outlawing racial segregation, interstate bus travel through the American South in 1961 still reinforced segregated sections in buses and terminals. In the spring of that year, a group of civil rights activists (Freedom Riders) rode buses into the South to challenge this ingrained bigotry and challenge the local customs that allowed racism to continue. This teacher's guide examines the Freedom Riders and who they were, the social climate in America in the early 1960s, how the media influenced political and social events, and how citizens can shape democracy. The teacher's guide is meant to accompany the 2011 film "The Freedom Riders" produced by WGBH, the flagship Boston PBS station. Please note that this teacher's guide does contain some offensive language and terms relating to race. The authors of the guide decided to include the "N" word to honestly communicate the harshness of the bigoted language of the time. This guide was produced by WGBH and Facing History, a global organization that works with teachers to develop curricula to combat racism and bigotry and promote involved and humane citizenry. WGBH produces myriad educational television shows, including American Experience, the nation’s longest-running history television series. WGBH also produces educational materials for teachers.

Civil Rights: Freedom Riders
http://www.thegateway.org/browse/dcrecord.2011-04-24.9425582982
Subjects: Civics, U.S. History
Grade: 3-4
Students learn about the civil rights movement in the United States, with particular focus on the Freedom Riders in 1961. Students will learn about some of the men and women who made great personal sacrifices to stand up for what they believed, even when it was scary and difficult to do so. The lesson also contains many suggestions and adaptations for students with limited proficiency in English, as well as below grade-level students.
This lesson was created by Teacher Created Materials, which publishes quality research-based educational resources in all curriculum areas for teachers and students at all grade and skill levels. They also offer some free lesson plans and other educational resources.

The Freedom Riders
http://www.thegateway.org/browse/dcrecord.2011-04-24.5041177326
Subjects: Civics, US History
Grade: 6-8, 9-12
In this lesson, students will use a primary source — an NBC news report from 1961 — to investigate the Freedom Rides, and to explore segregation in the South and the tenets of nonviolent protest. This lesson contains adaptations for grades 6-8 and 9-12.
This lesson was created by Teaching Tolerance, a division of the Southern Poverty Law Center. Teaching Tolerance is dedicated to reducing prejudice, improving intergroup relations, and supporting equitable school experiences for students. They also provide free educational materials to teachers and other school practitioners in the U.S. and abroad.

~Joann's Picks - 5/14/2011~

Japan: Disaster Relief

Millions of people around the globe have been thunderstruck and horrified by the devastating earthquake, tsunami, and resulting nuclear crisis that have unfolded in Japan in recent weeks. Stark images of the utter destruction left in the tsunami’s wake replay continuously on news reports, leaving viewers wondering how the affected communities can possibly rebuild after such a tragedy. Where does one start? The sheer scope of the destruction seems overwhelming.

Many older students will likely remember Hurricane Katrina, the deadly hurricane that ripped through the American Gulf Coast in 2005, causing over $81 billion dollars in damage and killing over 1,800 people. Katrina ranks as the most costly natural disaster in American history, and one from which the Gulf states are still struggling to recover. Depending on their ages, students may react to the news of disasters such as the earthquake in Japan and Hurricane Katrina in different ways. Younger students look for reassurance of their own personal safety and that of their families, while older students want to understand how such catastrophes occur, what can be done to prevent them, and how they can help the affected communities.

Last fall, Peggy and I wrote columns on natural disasters, specifically on how to prepare for one and how to respond should a disaster occur. In my column, I offered resources on safety preparations, community rebuilding, and how the human body physically reacts in response to traumatic events such as a natural disaster. In Peggy’s companion column, she offered excellent ideas on how to tackle this often difficult topic in the classroom. I encourage you to take a look at them both.

This week, I’m featuring all-new resources for all ages on disaster relief and emergency management in the wake of a natural disaster. Throughout the week, I’ll be featuring many additional lessons and activities on our Facebook and Twitter pages, all focusing on disaster relief and how such disasters affect our communities. Finally, on behalf of the entire Gateway team, I’d like to extend our heartfelt sympathy to everyone in Japan. Our thoughts and prayers are with you.

Be Disaster Safe: Emergency Management
http://www.thegateway.org/browse/dcrecord.2011-03-18.6119251528
Subjects: Health, Safety, Government
Grade: 3-5
In this lesson, students learn that communities have systems in place and that agencies cooperate to take care of the community’s needs during emergencies and disasters. This lesson was produced by the American Red Cross, the nation’s premier emergency response organization since 1881. In addition to providing international and national emergency relief services, the Red Cross also offers safety information resources for parents, teachers, and students.

Dealing with Disasters
http://www.thegateway.org/browse/dcrecord.2011-03-16.3870913061
Subjects: Geography, Earth science, Civics
Grade: 6-8
In this lesson, students will study potential natural hazards in their community, report on local hazards in small groups, and discuss community preparation and response for one or more of these forces of nature. This lesson is a product of National Geographic Xpeditions, part of the National Geographic Society. The site offers all kinds of lesson plans, daily global news, and interactive games that focus on geography and foreign cultures. This lesson is aligned to U.S. national geography standards.

Disaster Relief – Power, Generosity and Leadership
http://www.thegateway.org/browse/dcrecord.2011-03-16.8590214576
Subjects: Economics, Civics, Character Education
Grade 9-12
Students will research problems caused by a natural disaster and cite examples of aid provided in an effort to help those devastated populations. They will investigate the role of the four economic sectors in responding to the needs. They will participate in a collection campaign or other service project and learn about organizations to which they can contribute their philanthropy. Students carry out the project, track their results, advocate for the cause, and reflect on their participation. This lesson was produced by Learning to Give, the curriculum arm of The LEAGUE, which is a school-based system that combines lesson plans with community service events. This lesson is aligned to national, state, and some international education standards.

~Joann's Picks - 3/25/11~

Law & Order

One day last year, my middle schooler came home in a huff, incensed that his English class would be conducting a mock trial for characters from Lord of the Flies. He wasn’t exactly sure just what a mock trial was, mind you, but he was sure that it didn’t sound like fun, and he didn’t want to be a lawyer someday anyway. So what was the point? Despite his initial misgivings, the mock trial was a big hit with the students, and it turned out to be one of my son’s favorite activities from his English class that year. It was the first year that the teacher had tried a mock trial activity, and it was so successful that she’s decided to use it again this year.

Mock trials are simulated trials that allow students to learn about trial rules and the judicial process. The point of such an exercise in the classroom is not to “win” the case being presented, but to give students some insight into how trials work. Mock trials can be highly effective learning tools for helping students to develop their critical thinking, reasoning, and oral presentation skills. Students must examine the issues at hand from multiple perspectives in order to build their arguments – not only to defend their positions, but also to anticipate their opponents’ strategy in presenting their side of the case. The use of mock trials, with their emphasis on clear, focused oral delivery, can also be a highly effective method to use with students who are not native English speakers.

The beauty of mock trials at the K-12 level is that they can be used in virtually any subject area. Historical and literary figures are obvious choices for any mock trial, but the possibilities are endless. Think outside the box and be creative. Studying diseases in science? Put a disease on trial! Is Facebook a benefit or a hindrance to students? Conduct a trial and see what happens. We all know that art is subjective, but what about art for public spaces that potentially divides a community? Hold a mock trial to decide the fate of the artwork in question, and explore what the definition of “art” is in the process. Mock trials can also be used to help define classroom or school-wide issues, as well as to further explore current topics, such as the BP oil spill, WikiLeaks founder Julian Assange, and the escalating tension between North and South Korea. For younger students, characters from fairy tales, popular books, and historical figures offer a wealth of choices for a mock trial activity.

This week, I’ve selected two mock trial resources for middle school and above that focus on historical events. For younger students, I’ve selected a teacher’s guide that is a comprehensive plan for incorporating mock trials into your curriculum. Throughout the week, I’ll be featuring numerous mock trial activities and resources for all ages on our Facebook and Twitter pages, including one similar to the Lord of the Flies activity mentioned at the beginning of my column. The use of mock trials in the classroom can be a creative way to pack a lot of content into an activity that’s both fun and effective for students and teacher alike. Enjoy!


Mini-Court – Mock Trial Activities for Grades K-2: Teacher’s Guide
Subject: Civics
Grade: K-2
This free booklet features one five-day lesson plan for grades K-1 and another for grade 2. The purpose is to help teach young children about the legal system. Mock trial activities are included. This guide was produced by the New Jersey State Bar Foundation, which provides training and education materials to help teach the public about the law.

A Question of Justice: The Boston Massacre
Subjects: US History, Civics
Grade: 6-8
In this lesson, students will learn about the Boston Massacre and its subsequent trial, consider the positive and negative arguments from both sides, and produce a simulation of the trial. This simulation can take the form of a play, mock trial, debate, a series of newspaper accounts, or even a recreation of the actual event. In producing the simulation, students will critically study and analyze primary source documents and pictures, as well as organize and synthesize second-hand accounts and commentary about the Massacre and the trial. This resource is a product of the National First Ladies Library, a national archive that educates the world about the American First Ladies and other notable women in history.

Judgement on Nuremberg: A Student Mock Trial of Julius Streicher
Subjects: Civics; World History
Grade: 7-12
The purpose of this lesson is to introduce students to the International Military Tribunal at Nuremberg and its precedent-setting role in extending the reach of international law. This lesson provides opportunities for students to learn and apply some of the legal principles of Nuremberg: to understand the role of hate propaganda in inciting groups to action both during the Holocaust and today; and to understand and discuss the legal and political impact of Nuremberg today, including the investigation and trial of suspected Bosnian war criminals at the International Tribunal at The Hague, and the prosecution of suspected Nazi war criminals. This lesson was produced by the Vancouver Holocaust Education Centre, a teaching museum and a leader in Holocaust education in British Columbia, Canada.

~Joann's Picks - 12/9/2010~

The Importance of Being Earnest

Last year, one of our local schools was named a National School of Character. This was a proud moment for the town, and especially for the teachers and the students. The school’s administration and staff consistently work diligently to help the students develop and abide by core values, such as honesty, respect, and integrity. The goal is not to simply create a caring, safe, and inclusive learning environment, but to also develop the students’ ethical and moral compasses. While there is intense pressure on educators to prep our students for the next assignment, the next grade, and the next standardized test, we need to keep in mind the overarching goal of education: to aid in the development of our students in becoming compassionate, active, and successful citizens.

Over the past decade, the realization of the importance of character education in schools has grown. While some critics initially branded the movement as a touchy-feely outgrowth of rampant political correctness, many educators now acknowledge the value of character education in creating a strong and positive school culture. When I was a K-12 student back in the Dark Ages, concepts such as respect and integrity were expected and discussed in passing, but not necessarily internalized into the school’s culture. Drafting a comprehensive character education program on paper is relatively simple, but creating and institutionalizing a quality character education program is very difficult in practice. In order to succeed, it requires total buy-in and commitment from every school employee as well as the students over an extended period of time. It’s a gradual process, perhaps, but one that can be instituted in a series of steps. On The Gateway’s Facebook and Twitter pages later this week, I’ll be featuring many character education resources, including guides to help you get started in developing and implementing a program at your school.

Character education goes far beyond hanging posters that urge students to “share and care”. A successful program needs to permeate all aspects of the curriculum as well as the school environment, including the cafeteria, the playground, and the gym. We all desire for our students to develop and exhibit core ethical values, and to be able to independently discern the difference between right and wrong. A good character education program can help students to develop a lifelong sense of compassion, justice, and the ability to feel passionately about causes that affect us and our communities, even when faced with possible opposition from peers or others. There is too much emotional and intellectual malaise in our society today, and character education may well be one approach to help turn the tide. The resources below give some great ideas on how to incorporate some character education into your classroom, and please remember to check out our Twitter and Facebook pages throughout the week for additional resources and information.

Character Education Podcasts
Subjects: Language Arts, Civics
Grade: 4-6
In this lesson, students conduct research, write scripts, and independently record podcasts. Each month, students focus on a different character trait, and create and record a podcast highlighting that character trait. The target audience is the other students in the building. The podcast will include tips on how to demonstrate the trait, highlight students who exhibit this trait and other useful information. Guests from the school or community may be invited to participate in the podcast. This resource is from Digital Wish, a non-profit that seeks to modernize K-12 classrooms and prepare students for tomorrow's workforce. On the Digital Wish web site, teachers can create wish lists of technology products for their classroom. Donors then connect with their favorite schools and grant classroom wishes through online cash or product donations. Check them out at http://www.digitalwish.com.

Responsibility and Community Service
Subjects: Civics; Character Education
Grade: K-3
This lesson plan teaches students that each of them has responsibilities to themselves, their families, and their community. Students discuss what makes a good citizen, examples of good personal and civic responsibilities, and how we all have a responsibility to help others. This lesson is a product from the American Bar Association, which encourages judges, lawyers, and other representatives of the legal profession to volunteer in schools to help students learn about American law in action.

Peace Partners
Subjects: Character Education, Writing
Grade: 7-12
In this lesson, students research the similarities of historically conflicting cultures and then negotiate and write a peace agreement to promote them. This lesson was produced by Character Counts, a character education program offered by the Josephson Institute Center for Youth Ethics. The Josephson Institute is a non-profit organization that seeks to develop and deliver services and materials to increase ethical commitment, competence, and practice in all segments of society. In addition to free lesson plans, they also offer publications, training, and other services.

~Joann's Picks - 11/25/2010~

Bones of Contention

We all know the old adage “you can lead a horse to water, but you can’t make him drink.” From now until the end of time, there will always be issues that are likely to cause disagreements between adults and kids. Proper nutrition, curfews, and studying are just a few examples of topics most likely to act as proverbial burrs under kids’ saddles. Here are some resources that can help students tackle those subjects that they are sometimes less-than enthusiastic about.


Granny Prix

http://www.thegateway.org/recordBase/dcrecord.2010-01-07.1627839647
Subjects: Addition
Grade: K- 6

On some days, my 7 year-old would prefer to poke her eye out with a hot stick rather than practice her math facts. On those days, I set her up with a math game such as Granny Prix. This hilarious online game features jaunty music and four grannies racing down a hallway in tricked-out wheelchairs. Granny Prix is a free product produced by Exuberant Games, a company founded by multimedia programmer and illustrator Natasha Oliver.

What’s not to like about Granny Prix? The game allows students to practice/review addition math facts 1-12 by looking at an equation, and then selecting the correct answer from five possible choices. The faster the student answers, the faster his/her granny goes. At game’s end, any missed equations are displayed in a “Problems You Missed” section, and the student’s overall time to answer all the questions is given. Students can customize their grannies (rainbow Mohawk, anyone?) and their wheelchairs for added fun. What’s that you say? Your Nana can beat my Nana? BRING IT ON! The game is also available for subtraction facts 1-12 as well.



Eat Five a Day
http://www.thegateway.org/browse/dcrecord.2008-06-25.5426738620
Subjects: Nutrition
Grade: K-2

I was standing behind a family in the grocery store line the other day, and overheard this conversation between two boys:

Boy 1: I hate lima beans
Boy 2: Why does she get them? Everyone HATES them.
Boy 1: They make me gag.
Boy 2: Yeah, they’re diabolical.
Boy 1: They’re green. Anything green is gross.
Boy 2: Food shouldn’t be green.

Sound familiar? Can you recall the last time your students didn’t groan when the daily vegetable from that day’s lunch menu was read aloud? This lesson discusses the importance of eating at least five servings of fruit and vegetables a day. The lesson is designed for students with moderate disabilities.

Teaching the food pyramid and the role of fruits and vegetables can be uninspiring, for both teachers and students. This lesson livens things up by including a field trip to a local grocery store to purchase fruit and vegetables that students select. Students get to sample more uncommon items (kiwi, perhaps, or mangoes), and create a newsletter with pictures about what they have learned. This lesson is produced by ALEX, the Alabama Learning Exchange and is aligned to Alabama Content Standards.

Teen Curfew
http://www.thegateway.org/recordBase/dcrecord.2010-01-06.2687247827
Subjects: Civics
Grade: 10-12

While teachers don’t really have to worry about their students’ curfews, it’s an important topic to teens and therefore good fodder for discussion. The subject of curfews can be worked into many areas of the curriculum, especially in lessons where personal responsibility or legal issues are emphasized. In this activity, students consider a proposed teen curfew law in a mock city council session.

One of the things that I like about this activity is that it examines citizens’ roles in policy debate. Teens can be ambivalent about politics, but the mock city council format offers them the chance to advocate for and against a topic they know intimately. The activity is offered by the American Bar Association (ABA), the largest voluntary legal professional association in the world. The ABA offers lesson plans and activities for all ages that focus on how our laws and the legal system protect individuals’ freedoms.


Studying More Productively
http://www.thegateway.org/browse/dcrecord.2008-08-14.1100026554
Subjects: Study skills, Family life
Grade: 7-12

The transition from elementary or intermediate school to middle school can be rocky for many students. Along with changing classes and sometimes even buildings, homework loads also usually increase substantially. Many students experience difficulty managing the volume of homework, and need to learn how to study. This resource provides tips for students on how to study more productively.

I like that this handy guide is comprehensive, yet brief enough to retain students’ interest. Topics include studying, test preparation, note-taking, and tips on taking tests. It’s very readable, and the sections are broken into chunks so that students can refer to just the sections that pertain to them at that time. The guide was written by the New Jersey Education Association, which sponsors events, lobbies for public education and offers publications and educational materials.

~Joann's Picks~