Bravonin

<ul><li><p>LBSC 641 FALL 2011 </p><p>Pathfinder Project Part 1- Audience and Curriculum Project Description </p><p>Melissa Anne McDonald </p><p>9/26/2011 </p></li><li><p> Melissa McDonald: LBSC641 Part I Audience and Curriculum Project Description </p><p>2 </p><p>African Societies of the Middle Ages </p><p> The district: Montgomery County Public Schools </p><p> The school: Dr. Martin Luther King, Jr. Middle School, Germantown, MD </p><p> Subject area: Social Studies, African Societies of the Middle Ages </p><p> Grade level: 7th </p><p> Ability level of the students: </p><p>o Students abilities range from below grade reading level to gifted students. Class includes ESOL One, Two, and Three students. There are also special education students (including learning </p><p>center students) and students with 504 plans. Student reading levels range from grade 3 to college </p><p>level. </p><p>School at a Glance 2010-11 document: </p><p>http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/glance/currentyear/schools/</p><p>03107.pdf </p><p> The range of technologies available in the library media center and/or classroom: </p><p>o Promethean Board </p><p>o Print resources (nonfiction books, reference books) </p><p> Fulani by Pat. I. Ndukwe, Ph. D </p><p> The San of Africa by Linda I. Parker </p><p> Mali Today and Long Ago by Melanie Zucker Stanley </p><p> Malinke by C. O. Nwanunobi, Ph. D. </p><p> Soninki by C. O. Mwanunobi, Ph. D. </p><p> Asante by Faustine Ama Boateng, Ph. D. </p><p> Akamba by Tiyambe Zeleza, Ph. D. </p><p> Songhay by Tunde Adeleke, Ph. D. </p><p> Maasai by Tiyame Zeleza, Ph. D. </p><p> Mbuti by Onukaba A. Ojo, Ph. D. </p><p> Zulu by Zolani Ngwane </p><p> Hausa by Ronald Parris, Ph. D. </p><p>o Online databases and websites: </p><p>http://montgomeryschoolsmd.org/schools/mlkms/mediacenter/ </p><p>http://montgomeryschoolsmd.org/schools/mlkms/mediacenter/worldstudies7.aspx </p><p> ABC-CLIO ( World History Ancient and Medieval Areas) </p><p> Encyclopedia Britannica </p><p> SIRS Discoverer </p><p> Social Studies for Kids http://www.socialstudiesforkids.com/subjects/middleages.htm </p><p> Annenberg Learner </p><p>http://www.learner.org/interactives/middleages/ </p><p> The formats of resources (at least four) that you expect to use in your pathfinder: </p></li><li><p> Melissa McDonald: LBSC641 Part I Audience and Curriculum Project Description </p><p>3 </p><p>o Print resources as noted above o Databases as noted above </p><p>o Web sites as noted above, with additions, such as: Discovery Education </p><p>http://www.discoveryeducation.com/teachers/free-lesson-plans/the-ancient-</p><p>world.cfm </p><p>o Videos such as: </p><p> Great and forgotten medieval African kingdom (Ethiopia) </p><p>http://youtu.be/EnFqNVluXFA </p><p> 1000 Years of West African Superpowers http://youtu.be/BEqqmmY6bLo </p><p> The Great Empires of Africa [Parts 1 &amp; 2] </p><p>http://www.youtube.com/watch?v=7b3YK8QMJdg&amp;feature=related </p><p>http://youtu.be/xIL8P6DX9Ns </p><p> AGOPP(E) PowerPoint SlideShare video that I will create or borrow from </p><p>another MCPS SLMS </p><p>o Images such as: http://www.eduplace.com/ss/maps/pdf/afr_asia_phys.pdf </p><p>You also will describe: </p><p> The content of the project (taken directly from the actual lesson plan of teacher Tara Mann): </p><p> Objective: Describe an African society of the Middle Ages, 500-1550. </p><p>The Task: You will research one aspect of an African Society of the Middle Period. You will </p><p>gather information for the aspect of society you have been assigned. Aspects of society that will </p><p>be assigned are geography, culture, and economic. You will also collect pictures that reflect </p><p>your society and have a map that shows where your society is located in Africa. Using the notes </p><p>that you have collected, you will write a well developed paragraph that includes a topic sentence, </p><p>transitions, and appropriate conclusion. In addition, you will create a poster that depicts visually </p><p>important information including your paragraph, picture with caption, and map of your society. </p><p>Focus Questions: </p><p>o Geography </p><p>o Culture </p><p>o Economic System </p><p>o Political System </p><p>Note Taking Sheet: attached </p><p>Citation Information Sheet: attached </p><p>Project Check-list: attached </p><p>Grading Rubric: attached </p><p> The duration of the project: approximately two weeks </p><p>o 4-5 days in media center researching, writing, and typing up the paragraphs </p><p>o 2-3 days creating the posters </p><p> The curriculum standards that the project will address: </p><p>Middle School Social Studies Curriculum </p></li><li><p> Melissa McDonald: LBSC641 Part I Audience and Curriculum Project Description </p><p>4 </p><p>http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/socialstudies/middle/grade7/7.</p><p>2%20Overview.pdf </p><p>MSDE Content Standards (5/19/00) [italics = not directly assessed on MSPAP, bold = MSDE glossary word, [brackets] = MCPS notes] </p><p>The student will be able to: </p><p>World History: </p><p> Summarize the importance of the political, economic, and social life of Mali and other African empires and analyze the role of Islam in Africa </p><p> Describe the major traditions, customs, and beliefs of Islam and its expansion into Southwest Asia (Middle East), North Africa, and Europe </p><p>Geography: </p><p> Construct and interpret graphs, charts, databases, and thematic maps using map elements including a title, symbols, cardinal and intermediate directions, compass rose, border, longitude </p><p>and latitude, legends/key and scale </p><p> Explain interrelationships among physical and human characteristics that shape the identity of places </p><p> Analyze geographic characteristics that influence the location of human activities in world regions </p><p> Analyze the influence of transportation and communication on the movement of people, goods, andideas from place to place </p><p> Describe the forces and processes of cooperation that unite people across Earths surface in terms of language, ethnic heritage, religion, political philosophy, social and economic systems, </p><p>and shared history </p><p>Economics: </p><p> Analyze the relationship between the availability of natural, capital, and human resources, and the production of goods and services now and in the past </p><p> Analyze effects of supply and demand on the production, consumption, and distribution of goods and services </p><p>Political System: </p><p> Describe the characteristics of a sovereign nation Distinguish among various forms of government with emphasis on the ways of life and opportunities they permit, promote, and prohibit </p><p>Peoples of the Nation and World: </p><p> Analyze how the environment and cultural diffusion influence the development of the United States and other cultures </p><p> Analyze characteristics that are used to organize people into cultures Analyze the variety of forms and roles institutions assume in cultures around the world Describe and analyze the practices, beliefs, and influence of religions of the world </p><p> The 21st Century Learning Standards that the project will address: </p><p> Standard 1 - Inquire, think critically, and gain knowledge. </p></li><li><p> Melissa McDonald: LBSC641 Part I Audience and Curriculum Project Description </p><p>5 </p><p>1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the </p><p>real world connection for using this process in own life. </p><p>1.1.2 Use prior and background knowledge as context for new learning. </p><p>1.1.4 Find, evaluate, and select appropriate sources to answer questions. </p><p>1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and </p><p>appropriateness to needs, importance, and social and cultural context. </p><p>1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, </p><p>media, digital) in order to make inferences and gather meaning. </p><p>1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry. </p><p>1.1.9 Collaborate with others to broaden and deepen understanding </p><p>1.2.2 Demonstrate confidence and self-direction by making independent choices in the </p><p>selection of resources and information. </p><p>1.2.3 Demonstrate creativity by using multiple resources and formats. </p><p>1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. </p><p>1.2.6 Display emotional resilience by persisting in information searching despite challenges. </p><p>1.3.1 Respect copyright/intellectual property rights of creators and producers. </p><p>1.3.3 Follow ethical and legal guidelines in gathering and using information </p><p>1.3.4 Contribute to the exchange of ideas within the learning community. </p><p>1.3.5 Use information technology responsibly. </p><p>1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as </p><p>necessary. </p><p>1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. </p><p>1.4.3 Monitor gathered information and assess for gaps or weaknesses. </p><p>1.4.4 Seek appropriate help when needed. </p><p>Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge. </p></li><li><p> Melissa McDonald: LBSC641 Part I Audience and Curriculum Project Description </p><p>6 </p><p>2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, </p><p>synthesis, evaluation, organization) to information and knowledge in order to construct new </p><p>understandings, draw conclusions, and create new knowledge. </p><p>2.1.2 Organize knowledge so that it is useful. </p><p>2.1.4 Use technology and other information tools to analyze and organize information. </p><p>2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, </p><p>and solve problems. </p><p>2.1.6 Use the writing process, media and visual literacy, and technology skills to create </p><p>products that express new understandings. </p><p>2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of </p><p>evidence leads to a decision or conclusion. </p><p>2.2.4 Demonstrate personal productivity by completing products to express learning. </p><p>2.3.3 Use valid information and reasoned conclusions to make ethical decisions. </p><p>2.4.1 Determine how to act on information (accept, reject, modify). </p><p>2.4.3 Recognize new knowledge and understanding. </p><p>Standard 3 Share knowledge and participate ethically and productively as members of our democratic society. </p><p>3.1.1 Conclude an inquiry-based research process by sharing new understandings and </p><p>reflecting on the learning. </p><p>3.1.2 Participate and collaborate as members of a social and intellectual network of learners. </p><p>3.1.3 Use writing and speaking skills to communicate new understandings effectively. </p><p>3.1.4 Use technology and other information tools to organize and display knowledge and </p><p>understanding in ways that others can view, use, and assess. </p><p>3.1.6 Use information and technology ethically and responsibly </p><p>3.2.2 Show social responsibility by participating actively with others in learning situations and </p><p>by contributing questions and ideas during group discussions. </p><p>3.2.3 Demonstrate teamwork by working productively with others. </p><p>3.3.5 Contribute to the exchange of ideas within and beyond the learning community. </p></li><li><p> Melissa McDonald: LBSC641 Part I Audience and Curriculum Project Description </p><p>7 </p><p>3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn </p><p>more effectively in the future. </p><p>3.4.2 Assess the quality and effectiveness of the learning product. </p><p> The culminating project(s) that students will complete: </p><p>o The student will write well developed paragraph(s) about their aspect of a specific society. </p><p>o Paragraph(s) will be included on a poster which includes images, a map, and decorated to reflect the society. </p><p>o This project is differentiated in the following ways: </p><p> Below grade level students: Write one paragraph on their topic On grade level students: Write five paragraphs on their topic Above grade level students: Write five paragraphs spanning the four focus </p><p>questions </p></li></ul>