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Everglades Development: I'll gladly sell you some swampland in Florida

University of Florida Institutional Repository
Permanent Link: http://ufdc.ufl.edu/UFTRC00021/00001

Material Information

Title: Everglades Development: I'll gladly sell you some swampland in Florida
Physical Description: Learning Object
Creator: Cates, Michelle

Learning Resource Information

Learning Resource Type: Lesson Plan
Timeline
Analysis Template
Quick Write Description

Subjects

Subjects / Keywords: Everglades, Florida, American History, 20th century
Genre: learning object   ( sobekcm )

Notes

Abstract: Students will analyze the text, context, and subtext of four primary source documents from the early 1900s to answer the question: How did early 1900’s Everglades development impact the United States on a whole?

Record Information

Source Institution: University of Florida
Holding Location: Freedom Shores Elementary
Rights Management: All rights reserved by the source institution.
System ID: UFTRC00021:00001

Permanent Link: http://ufdc.ufl.edu/UFTRC00021/00001

Material Information

Title: Everglades Development: I'll gladly sell you some swampland in Florida
Physical Description: Learning Object
Creator: Cates, Michelle

Learning Resource Information

Learning Resource Type: Lesson Plan
Timeline
Analysis Template
Quick Write Description

Subjects

Subjects / Keywords: Everglades, Florida, American History, 20th century
Genre: learning object   ( sobekcm )

Notes

Abstract: Students will analyze the text, context, and subtext of four primary source documents from the early 1900s to answer the question: How did early 1900’s Everglades development impact the United States on a whole?

Record Information

Source Institution: University of Florida
Holding Location: Freedom Shores Elementary
Rights Management: All rights reserved by the source institution.
System ID: UFTRC00021:00001

Full Text

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Summary Lesson Title: Some Swampland in Florida Lesson Summary (1 3 sentence summary): Students will analyze the text, context, and subtext of four primary source documents from the early 1900s to answ er the question: How did Everglades development impact the United States on a whole ? Key words (e.g. Language Arts, Math, Science, Social Studies/History, Art, Music, etc.) : Primary Source Analysis, American/Florida History Jigsaw, Common Core Speaking Intended A udience/Grade Level: Grade 9 Time Frame: Approximate time: 3 hours Standards and Purpose Standards: SS.912.A.5.12: Examine key events and people in Florida history as they relate to United States history. RH.9 10.4: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information WHST.9 10.2: Write informative/explanatory texts, including the narration of historical events, scie ntific procedures/experiments, or technical processes. Text or Text (s): Florida Everglades Development Timeline (See Attachments) http://ufdc.ufl.edu/FI07050811/00001 http://ufdc.ufl.edu/UF00004013/00001

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http://ufdc.ufl.edu/UF00055198/00001 (See cover and pages 4 5) http://ufdc.ufl.edu/FI05140108/00001

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Essential Question (s): States on a whole? Objectives: Students will write a primary source analysis for text, context, and subtext. Students w ill share a primary source analysis with evidence from that primary source and a secondary source with a group. Groups will present an organized response to an inferential question to an audience Students will write an informational essay that integrat es findings from class presentations to answer an inferential/inquiry question. Assessment (how will data be collected on student performance?) Formative : Individual written respo nses to primary source analysis on Analysis Template. Group presentation o f integrated findings. Summative: Individual essay answering the inquiry question utilizing evidence from the group presentations. Teaching Phase (step by step narrative guide to instruction) Activate/Build Prior knowledge: A common phrase to imply some QUICK WRITE: (See attachments ) What do the Everglades look like?

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Based on: 1. P ersonal experience: Have you visited the Everglades, (or any swamplands in Florida)? 2. Viewing pictures listed below.: http://ufdc.ufl.edu/UF00094632/00001 The Everglades and Royal Palm State Park, Photos from the 1920s and 1930s http://www.nps.gov/ever/index.htm Direct Instruction: 1. In this lesson, you are going to view primary sources to establish how development of the Everglades impacted the United States of America. Show essential question (or have students write in their journal). 2. Whole Group discussion from Quick Write. 3. Teacher led instruction about Everglades history to build background knowledge. Possible topics and resources to use a. The Everglades is a protected area of South Florida that originally spanned our state from Lake Okeechobee to the south tip. Through development, that area is much smaller. b. http://www.nps.gov/ever/index.htm c. G oogle earth of the everglades now. d. Review timeline. (See attachments) Fill in contex t and explain the dates without addressing the factors aligned with the essential question. e. National Park Service: http://www.nps.gov/history/history/online_books/bisc/hrs/chapter3.pdf Suggested reading for homework: Reading to Build Content Knowledge. Text mark. f. Reclaiming the Everglades: ht tp://everglades.fiu.edu/reclaim/timeline/timeline6.htm Guided Practice: analyze a primary source: Return to the original picture (Primary Source Analysis page 1 of Analysis Template) http://ufdc.ufl.edu/UF00094632/00001

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Independently write what the text, context (highlight within the timeline), and subtext are. Model zooming into the picture and viewing the citation. Text: List w hat the source clearly shows and says Cont ex t: Looking at the timeline and the background readings circle the events that directly relate to this source. Subtext: Identify: w ho is the author, what is the purpose, what is the audience? How does this source answer the question: Cite specific details from the source. Review the answers whole group. Independent Practice: Students will be divided into groups of four. Each student receives one of the four sources. Independent: 1. View the sour 2. List the text, circle the context, and identify the subtext of source. (Primary Source Analysis page 1 of Analysis Template) 3. Using this Discuss 4. Share your source with the group in a discussion format, not reading directly from your notes. 5. Share your respo nse and evidence for the inquiry question. Other group members record notes on Jigsaw of Sources from each member. Organize 6. Review the four perspectives to the inquiry question and organize into a presentation to the in the presentation. All students must participate in some fashion. Reference the images on the projected computer for evidence. Present: 7. Groups present their response s to the inquiry question. 8. Students add on to their Jigsaw of Sources page. Write 1. In dividually write a n essay response to the inquiry question citing information from the four Closure: Teacher reviews the responses and the strengths of the evidence. I like how Reading strategies (describe strategies in detail): Writing strategies (describe strategies in Speaking and listening strategies (describe

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Highlight Text mark National Park Service Chapter 3 background reading Primary Source Analysis handout for viewing primary source detail): Quick Write Jigsaw of Sources handout as a prewriting source strategies in detail: Students come to the group prepared with homework reading and source analysis jigsaw organization group presentations Jigsaw of Sourc es as a listening guide Accommodations ESE students: For students who have accommodations such as a peer buddy, use two grouping techniques. In the first group, (or pairs), students all have the same source to analyze together. Then they jigsaw into the groups of four. ELL students: As needed, circle and review vocabulary in the timeline, source, and citation. Extensions Re Teaching: Students should have many opportunities to analyze primary sources for text, context and subtext. Analysis skills will develop with experience. Enrichment: Students create a prezi where the path zooms into the specific detail within each source used as evidence. Materials Special materials/preparation needed: Have links to the images in a folder or file so that students can easily access the digital versions to allow zooming in and viewing of the citation. Print sources (color when possible) if computers are not available for student use. Include links to th e sources used for the timeline if students would like to research more information: National Park Service: http://www.nps.gov/history/history/online_books/bisc/hrs/cha pter 3.pdf Reclaiming the Everglades: http://everglades.fiu.edu/reclaim/timeline/timeline6.htm Suggested technology: Student computers Teacher computer with projector for Direct Instruction and Guided Practice. Attachments

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Quick Write description Timeline Analysis Template : Includes Primary Source Analysis and Jigsaw of Sources handouts Notes Additional Recommendations:



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Literacy Support Strategy Quick Write Description A versatile strategy used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2 minutes to an open-ended question or prompt posed by the teacher before, during, or after reading. Purpose Use before, during, and after reading to: Activate prior knowledge by preparing students for reading, writing, or a discussion Help students make personal connections Promote reflection about key content concepts Encourage critical thinking Organize ideas for better comprehension Increase background knowledge when shared Synthesize learning and demonstrate understanding of key concepts Reinforce vocabulary Provide a purpose for reading Assess student knowledge on the topic prior to reading Directions 1. Explain that a Quick Write helps engage students in thinking about a content topic before, during, and after reading. Stress that in a Quick Write, students respond to a question or prompt related to the text by writing down whatever comes to their minds without organizing it too much or worrying about grammar. 2. Select a topic related to the text being studied and define the purpose for the quick write: Examples: Summarize what was learned Connect to background information or students lives Explain content concepts or vocabulary Make predictions, inferences, and hypotheses Pose a question that addresses a key point in the reading selection 3. Tell the students how long they will have to do the writing, typically 2 minutes. 4. Use the Quick Write as part of instruction, assessment, discussion. Note: Typically a Quick Write is graded only for completion, not for quality or accuracy. Extensions Quick Writes can be assigned as part of students Learning Logs or Journals. Quick Writes can be used to think/brainstorm for a Think-Pair-Share. Students can generate their own Quick Write questions and prompts. Students can share their responses in small groups and compare their answers 2006 PCG s Center for Res ource Ma na ge ment rev. 3/07 Students can work in small groups to create a quick write, with each student offering one sentence in a round-robin fashion.