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VITAL INFORMATION

Subject(s):

Social Studies, Technology

Topic or Unit of Study:

The topic of this lesson is governmental organizations (Civics).

Grade/Level:

Objective:

Students will use a hotlist to find information on international governmental organizations.

Students will describe the function and goals of specific governmental organizations.

Students will give examples of countries that are involved in the governmental organizations, as well as individual leaders.

Summary:

This Civics lesson will engage students in research on the internet to learn about governmental organizations. Students will create an organizational chart that depicts governmental organizations including their purposes, functions, example countries, and leaders.

IMPLEMENTATION

Learning Context:

This activity should extend students' knowledge of governmental organizations that they have already learned. This activity should be done following a lesson on the purpose and importance of governmental organizations. It is suggested to include reading, questioning and discussion in the prior lesson to this activity. It is also suggested that students take notes.

After the conclusion of this activity, students will be presenting their research and will be used as part of their ending unit test.

Procedure:

1. Have all materials prepared before the lesson.

2. Explain to students the objectives and write them on chart paper or the board so that they are posted.

3. Activate prior knowledge by reviewing the lesson on governmental organizations.

4. Next, create a two-column chart and place UN on the top of one and NATO on the other. Ask students if anyone is familiar with either of these organizations. As students give suggestions and information, write them down in the appropriate column.

5. Explain to students what these two governmental organizations are. Explain to students how these are two of the most well known governmental organizations and they have a very important significance in the US.

6. Discuss with students that they are going to find out the organizations' significance by doing some research. Explain to students that they will be presenting their information in the form of a graphic organizer to the class. (The research portion of the assignment will take two class periods in the Computer Lab.)

7. Explain to students the assignment requirements and provide an example (See next step).

8. Assignment Requirements/Instructions:
A. The media specialist will show students how to use the hotlist. Students need to read through the websites, choosing appropriate links for the information needed to complete the assignment.
B. Students need to create a graphic organizer/diagram that displays the following information: 1) The governmental organization, 2) The function of the governmental organization, 3) The goals of the organization, 4) The countries and leaders associated with the organization (at least 3). The organizer should be placed on something large enough for the class to see when being presented.

9. Explain to students the timeline of this activity. Tell them that they have two days in the computer lab to research the UN and NATO. The graphic organizer/diagram is due by the end of the 3rd class period and presentations will take place on the 4th and 5th days.

10. Discuss with students that they are expected to be polite listeners when students are presenting. As a reflective summary on students' presentations, students will be expected to write a paragraph regarding information that they learned from their peers' presentations. Additionally, explain to students that their diagrams will be part of their grade at the end of the unit.

11. Take students to the Computer Lab, where the media specialist will show students how to use the hotlist to access the websites for their research. The media specialist will instruct students on the first day, for only 15 minutes. The rest of the time will be spent on students completing their research individually.

12. Research should continue on the 2nd day in the Computer Lab. If any students were absent, instruct these students on what is required of them. The media specialist may need to instruct these students, as well, on access the websites on the hotlist.

13. Work time in the classroom should take place on the 3rd day. Have materials available for students to work on their graphic organizers/diagrams. Review the rubric so that students are aware of what they are graded on and the expectations.

14. Student presentations should take place on the 4th and 5th days. Remind students about proper etiquette. Following the last presentation, students need to complete a reflective paragraph regarding the information they have learned from this activity and their peers' presentations.

15. Explain to students that next week they will be finishing the unit and will end with a unit test on Wednesday. The grade that they receive from their diagram will be put towards their unit test, as well as their reflective paragraphs.

Differentiated Instruction:

Students that have special needs including special education students, English learners, students-at-risk, and advanced learners will be provided extra assistance from the classroom Paraprofessional. Depending upon the severity of the need, the assignment can be adjusted (such as; research on one organization or shorten the requirements). For those students with advanced skills, students will be asked to create a compare/contrast type diagram and show the similarities and differences between the organizations.

Sample Student Products:

Attachments

Example

Collaboration:

Students will work individually.

Time Allotment:

5 class periods. 50 Min. per class.

Author's Comments & Reflections:

This activity has an additional technology component to it. Following the two-day stretch of research, students could have a lesson on how to use Inspriation for their creation of the diagram/graphic organizer. The media specialist would have to be notified in advance of teaching students how to use this software program. Inspiration would be a great resource for their assignment.

MATERIALS AND RESOURCES

Instructional Materials:

Attachments

Hotlist
Website Evaluation

Resources:

Materials and resources:
Hot List (Word Document)
Text of choice (optional)
Large paper/posterboard
Technology resources:
Internet Explorer, Word, *Students could possibly use Inspiration to create their diagram, but it is not a requirement.
The number of computers required is 1 per student.
Students Familiarity with Software Tool:
For this lesson, students should be familiar with accessing the internet.
Arrangements need to be made for the Computer Lab for two days, prior to beginning this lesson.

STANDARDS & ASSESSMENT

Standards:

USA- AASL- American Assc. of School Librarians: Info. Literacy Standards for Student Learning

• Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.

Standard 1: The student who is information literate accesses information efficiently and effectively.

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)

• Grade : Grades 6-8

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright � 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int�l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

Performance Objective 8: Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

MI- Michigan Curriculum Frameworks

• Subject: Social Studies

• Strand III: Civic Perspective
Students will use knowledge of American government and politics to make informed decisions about governing their communities. Knowledge of government enables individuals to define the roles of citizens within a constitutional democracy and to compare the American system of government with other systems. Civic knowledge builds understanding about the exercise of power. With knowledge of government and politics, citizens are equipped to evaluate domestic and international policy and to exert influence in public affairs. Over time and in varying contexts, students construct an increasingly sophisticated civic perspective organized by the following themes:

• Standard III.5 : American Government and World Affairs
All students will understand how the world is organized politically, the formation of American foreign policy, and the roles the United States plays in the international arena. The United States is part of an interconnected world which requires citizens to understand how the world is organized politically, the process by which foreign policy is formulated, and the roles that our nation plays in the international arena.

• Grade MS - Middle School

Performance Benchmark 1: Describe the purposes and functions of major international, governmental

Assessment/Rubrics:

As an assessment, students will be expected to write a reflective paragraph regarding information that they learned from their peers' presentations. Additionally, students diagrams will be part of their grade at the end of the unit. The following rubric will be used to grade their graphic organizer/diagram.

A final test will be given at the end of the unit.

Rubrics
Governmental Organizations Rubric