Internet Enriched Lesson: Exploring the USA
The following Internet enhanced lesson is designed for ESL college level students studying English in the US.
Level: Intermediate to Advanced.
Theme: Welcome to America. Explore the States!
Timeline: Two-Three weeks.
General Overview: The students will “visit” and explore three different American states: Idaho, Pennsylvania, and Louisiana. The purpose of the project is to introduce students to various American states and people from geographical, political, historical, and cultural perspectives. Specifically, the purpose of the project is to introduce students to American diversity and complexity.
Level: Intermediate to Advanced.
Theme: Welcome to America. Explore the States!
Timeline: Two-Three weeks.
General Overview: The students will “visit” and explore three different American states: Idaho, Pennsylvania, and Louisiana. The purpose of the project is to introduce students to various American states and people from geographical, political, historical, and cultural perspectives. Specifically, the purpose of the project is to introduce students to American diversity and complexity.
NETS Standards for Students:International Society for Technology in Education
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes.
b.create original works as a means of personal or group expression.
c.use models and simulations to explore complex systems and issues.
d.identify trends and forecast possibilities.
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students: a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.develop cultural understanding and global awareness by engaging with learners of other cultures.
d.contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students: a.plan strategies to guide inquiry.
b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.process data and report results.
4.Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students: a.identify and define authentic problems and significant questions for investigation.
b.plan and manage activities to develop a solution or complete a project.
c.collect and analyze data to identify solutions and/or make informed decisions.
d.use multiple processes and diverse perspectives to explore alternative solutions.
6.Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students: a.understand and use technology systems.
b.select and use applications effectively and productively.
c.troubleshoot systems and applications.d.transfer current knowledge to learning of new technologies.
Objectives: Upon completion of the unit students will:
Recognize such three geographical regions as American Mountain West, North-East (Mid-Atlantic) regions, and the South.
Recognize that different states vary in demographics.
Recognize historical significance of each state.
Recognize the state’s political make up and demographics.
Be able to name famous figures and/or events associated with each state.
Know each state’s motto.
Be able to perform his/her own research on an additional state of the student own interest following the model of this lesson.
Compare and contrast two of the states using a Venn Diagram graphic organizer.
Compare and contrast two of the states using appropriate compare/contrast words and transitions.
Write a three body paragraph compare and contrast essay.
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes.
b.create original works as a means of personal or group expression.
c.use models and simulations to explore complex systems and issues.
d.identify trends and forecast possibilities.
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students: a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.develop cultural understanding and global awareness by engaging with learners of other cultures.
d.contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students: a.plan strategies to guide inquiry.
b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.process data and report results.
4.Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students: a.identify and define authentic problems and significant questions for investigation.
b.plan and manage activities to develop a solution or complete a project.
c.collect and analyze data to identify solutions and/or make informed decisions.
d.use multiple processes and diverse perspectives to explore alternative solutions.
6.Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students: a.understand and use technology systems.
b.select and use applications effectively and productively.
c.troubleshoot systems and applications.d.transfer current knowledge to learning of new technologies.
Objectives: Upon completion of the unit students will:
Recognize such three geographical regions as American Mountain West, North-East (Mid-Atlantic) regions, and the South.
Recognize that different states vary in demographics.
Recognize historical significance of each state.
Recognize the state’s political make up and demographics.
Be able to name famous figures and/or events associated with each state.
Know each state’s motto.
Be able to perform his/her own research on an additional state of the student own interest following the model of this lesson.
Compare and contrast two of the states using a Venn Diagram graphic organizer.
Compare and contrast two of the states using appropriate compare/contrast words and transitions.
Write a three body paragraph compare and contrast essay.
Web Links:
Idaho
Idaho Facts
Idaho: Facts, Map, and Symbols
State of Idaho: Government Website
Idaho Historical Timeline
Lewis and Clark
Lewis and Clark's Historic Trail
Idaho Facts
Idaho: Facts, Map, and Symbols
State of Idaho: Government Website
Idaho Historical Timeline
Lewis and Clark
Lewis and Clark's Historic Trail
Pennsylvania:
Historic Pennsylvania
Pennsylvania's History: People, Places, and Events
Pennsylvania: Trails of History
Pennsylvania: Facts, Map, and Symbols
Pennsylvania: People Quick Facts
Stories from PA History
Who is William Penn?
Historic Pennsylvania
Pennsylvania's History: People, Places, and Events
Pennsylvania: Trails of History
Pennsylvania: Facts, Map, and Symbols
Pennsylvania: People Quick Facts
Stories from PA History
Who is William Penn?
Process:
Step I. KWL Activity - Activate students' knowledge.
Step II. Students work in groups of three and conduct research on all three states using the links above. Students answer the following questions:
- In what region is the state located?
- What is the state population?
- Name at least one historical event for which the state is famous for?
- Name at least one famous historical figure associated with each state?
- What is each figure famous for?
- What is the state's motto?
- What is the state's symbol?
- When and how did the state become a state?
- How would you characterize the websites offered for your research?
Step III. Students share and discuss their findings.
Step IV. Students choose one more state of their mutual interest and conduct similar research.
Step V. Students complete a compare/contrast activity using Venn Diagram.
Step VI. Students report their findings and share information with the class using appropriate transition and signal words.
Step VII. Students write a three body paragraph essay.
Step I. KWL Activity - Activate students' knowledge.
Step II. Students work in groups of three and conduct research on all three states using the links above. Students answer the following questions:
- In what region is the state located?
- What is the state population?
- Name at least one historical event for which the state is famous for?
- Name at least one famous historical figure associated with each state?
- What is each figure famous for?
- What is the state's motto?
- What is the state's symbol?
- When and how did the state become a state?
- How would you characterize the websites offered for your research?
Step III. Students share and discuss their findings.
Step IV. Students choose one more state of their mutual interest and conduct similar research.
Step V. Students complete a compare/contrast activity using Venn Diagram.
Step VI. Students report their findings and share information with the class using appropriate transition and signal words.
Step VII. Students write a three body paragraph essay.
Adapting for Special Needs:
Review the following vocabulary and phrases:
Population
Demographic
Purchase
Trail
Civil
Figure
Event
Famous for
Locate/location/located
Motto
Symbol
Region
Review the following vocabulary and phrases:
Population
Demographic
Purchase
Trail
Civil
Figure
Event
Famous for
Locate/location/located
Motto
Symbol
Region