A Description and Sample Lesson of TCI Curriculum Materials Social Studies Alive! A Description and Sample Lesson of TCI Curriculum Materials

Sources All information included in this presentation is from the TCI website (http://www.teachtci.com) and TCI materials included in Geography Alive! curriculum

Part I: Rationale & Description

TCI “Social Studies Alive!” is created by TCI Created by Bert Bower, PhD Interactive instructional approach that is intended to help students of all ability levels and learning styles succeed

Lessons are based on five theories: Understanding by Design (Wiggins and McTighe) teaching for deep understanding must begin with planning the big ideas students should learn. (essential question) Nonlinguistic Representation (Marzano) teaching with nonlinguistic activities helps improve comprehension. (Graphic organizers and movement activities) Multiple Intelligence (Gardner) address Gardner's seven intelligences: verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal. Cooperative Interaction (Cohen) cooperative groupwork leads to learning gains and higher student achievement. Spiral Curriculum (Bruner) students learn progressively — understanding increasingly difficult concepts through a process of step-by-step discovery.

Multiple Intelligence Teaching Strategies Visual Discovery students view, touch, interpret, and bring to life compelling images as they discover key social studies concepts. Social Studies Skill Builders students work in pairs or small groups on fast-paced, skill-oriented tasks such as mapping, graphing, identifying perspective, and interpreting primary sources Experiential Exercise Through the use of movement and introspection, students capture a moment or feeling that is central to understanding a particular concept or historical event. Writing for Understanding The experience becomes a springboard for writing, challenging students to clarify ideas, organize information, and express what they have learned. Response Groups students work in small groups with thought-provoking resources to discuss critical thinking questions among themselves. Problem Solving Groupwork students work in heterogeneous groups to create projects that require multiple abilities so that every student can contribute.

Social Studies Alive Series Middle School Series include: History Alive! The Ancient World History Alive! The Medieval World and Beyond History Alive! The United States Through industrialization History Alive! The United States Through Modern Times Geography Alive! Regions and People High School Series include: History Alive! World Connections History Alive! Pursuing American Ideals Government Alive! Power, Politics, and You Econ Alive! The Power to Choose

Lesson Elements Standards-Based Content Preview Assignment Dynamic lessons build mastery of state and national social studies standards. Preview Assignment A short, engaging assignment at the start of each lesson helps you preview key concepts and tap students' prior knowledge and personal experience. Considerate Text successful reading of expository text involves four stages: previewing the content, reading, taking notes, and processing the content or reviewing and applying what has been learned. Graphically Organized Reading Notes Comprehensive graphic organizers used to record key ideas help students obtain meaning from what they read. Processing Assignment Processing assignments encourage students to synthesize and apply the information they have learned in a variety of creative ways. Assessments to Inform Instruction encourage students to use their various intelligences to demonstrate their understanding of key concepts while preparing them for standardized tests.

Government Alive Lesson #9: Public Opinion & The Media Part II: Sample Lesson Government Alive Lesson #9: Public Opinion & The Media

Lesson Objectives By the end of this lesson, the student will be able to: analyze the role of the media in shaping public opinion. evaluate the extent to which the media act as a free press. analyze the influence of media coverage, political advertising, and public opinion polls on local, state, and national elections. identify persuasive techniques and their application in U.S. campaigns. write position statements about the influence of political advertising on voters.

Lesson Preview What details do you see? According to the poster, why should people vote for Stevenson? To whom is this poster designed to appeal? Do you think such a poster could actually influence people’s views in an election? What other kinds of political media messages have you been exposed to? Did they have any influence on your political views?

Text Introduction Next, students read the introduction part of the chapter and then consider the essential question. Government Alive Chapter Nine After discussing the Introduction & Essential Question, then students read chapters 2-5 [possibly for homework] and take reading notes using the specific directions in the notebook worksheet [guided reading questions, graphic organizer, etc.]

Essential Question To what extent do the media influence your political views?

Experiential Exercise Students will experience media campaign materials. Techniques used in political ads: Name-calling: using personal attacks on the opponent Transfer: using unrelated symbols that evoke strong emotions Bandwagon: giving the impression that everyone supports him/her Testimonial: using a famous person or expert to support him/her Plain folks: shows candidate as a regular person you relate to Card-Stacking: presenting facts or statistics on only one side Glittering Generalities: vague, sweeping statements that appeal to voters emotionally but don’t say anything really specific

Experiential Exercise Around the room, you will find placards of political advertisements. Each table will be assigned a placard to begin with. Please look at the placard and discuss with your group which is the primary tactic being used in that ad. Please write down your answer. The instructor will let you know when it’s time to rotate

Experiential Exercise Now we will watch some video clips of campaign ads and discuss which strategy/ies are being used in each one. Eisenhower Kennedy Mondale Bush Clinton W. Bush Livingroomcandidate.org has tons of campaign videos!

Processing Activity Students write a position statement on the reliability and effectiveness of campaign advertisements.

Analysis of TCI

Positives and Negatives of TCI Program Student action and interaction Connects new material to existing knowledge & experience Based on MI and Spiral Curriculum theories Meets standards including common core Expensive to acquire materials Assessment still takes form of multiple choice test (not MI)

Please take out a piece of paper, write your name, and then comment on each of the following points. You will not be graded on your opinion, so feel free to be honest. 1. What I learned in class today 2. What I need more clarification on 3. High point 4. Low point Please leave your paper on your table. You may leave when you are done. See you next week!