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Thursday, 13 August 2009 02:25

Lesson 3: Current Events Project

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Students will research important events of today in order to understand the historical relevance of the content of the course. Lesson includes group work, internet research, current event worksheet and oral presentation.

Objectives:

  1. Students will research aspects of regions of the world, using the internet, books, and periodicals.
  2. Students will learn how to summarize current event articles from newspapers and periodicals.
  3. Students will learn and practice oral presentation skills, like eye contact, loud and clear voice, and having a clear and concise message.
  4. Students will understand the importance of the units studied in world history as they relate to current issues.

Procedure:

(one week depending on whether research and prep is done in or outside of class and 1 - 2 class periods for presentations)

  1. Distribute the handouts Current Events Project (Student Handout 1.3.1) and Current Events Analysis (Student Handout 1.3.2)  to the class.  Read through the outline of project with the class.  Group students (approx 7 groups of 5 students) and assign a region of study.  Allow students to meet with their groups and distribute the workload and obtain each other’s information (i.e. Email/ phone numbers).

  2. The following day, take students to the library or computer lab and help them research the required information for their topics.  Have them take notes. Each group should have all of the information that they need to organize the presentation in class the next day.  Any additional research should be done for homework.
    Some helpful websites for Regional information:
    CIA Factbook
    BBC News
    Wikipedia           
    New York Times        
    Wall Street Journal       
    Christian Science Monitor
    Time               
    Newsweek
    The Economist       
    The Nation
    Global Issues

  3. Distribute handouts and Oral Presentation Skills: Three Basic Steps (Student Handout 1.3.3) to the class. I also have an overhead of the Oral Presentation Rubric that I project to show them what my expectations are. Review the handouts with the students and then allow them time to work on their presentations.

  4. During the presentations, I instruct the rest of the class take notes, not on everything being said, but rather what they think is the most important information, i.e., what they think is the most convincing argument from each presentation. I will collect these from the students upon completion of the presentations. You may also use it as a point of discussion or debriefing after the presentations. Sometimes I have the students vote on which presentation they thought was the most convincing and award a prize to the members of that group.

Assessment:

In addition to the oral presentation, I evaluate students based upon the collected note cards, visuals and the Current Events Analysis sheets from the presentation groups. I also collect the notes on the presentations from all of the students.

Last modified on Tuesday, 13 October 2009 06:10

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