Building Bridges

Curriculum Archive: Activity One
1. Artifact A:
a.


b. Citation: Turley, Johnathan. Pyramids of Giza. 2013. Photograph. n.p. Web. 20 Oct 2013. <http://jonathanturley.files.wordpress.com/2012/07/pyramids_of_giza.jpg>.
c. Category: Factual Photograph

2. Artifact B:
a.

b. Citation: dsc01455-12. 2013. Photograph. WordpressWeb. 19 Oct 2013. <http://weepingredorger.files.wordpress.com/2013/05/dsc01455-12.jpg>.
c. Category: Factual Photograph

3. Activity Description
a. Purpose/Goals: Using multiple intelligences, students will be able to adequately develop and further their content knowledge about ancient Egypt, the Pyramids, and rulers such as King Tut. Teachers will have a multiple-part teaching strategy for this lesson: 1) Using photos such as the ones featured above, teachers will show scientific archaelogical finds that still exist from the ancient times, 2) Lead a class discussion about what exactly excites/inspires the students, and 3) assign groups of three or four to write a group paragraph asking them to imagine what kind of other finds (besides what was taught) could have possibly been found in the tombs. By the end of the lesson, students will be able to accurately name and describe basics of the pyramids, the rulers, and what was inside the tombs when uncovered by the archaelogists millenias later.
b. Method/Learning Style: Problem-based historical inquiry would be the most applicable learning theory behind this activity. This is purposeful in the sense that it takes place during a structured activity, student become connected to ancient history, and through their reading and writing activities makes them active.
c. Student Product: Students will be instructed to complete handouts based on the limited history they learn in this assignment. For a homework activity, students will be asked to draw a sarcophagus of their own and a pyramid of their own. The sarcophagus has to be relevant and related to what they have learned, so it will require them to "think deeply" about how the history relates to this particular assignment.
4. URL: http://www.youtube.com/watch?v=bU_Br8_-s3s
               http://www.youtube.com/watch?v=Mjgm8OQthoc
               http://familyinternet.about.com/od/websites/a/pyramids-of-egypt.htm


          Curriculum Archive: Activity Two
1. Artifact C:
a. Refer to Article: http://sciencewithme.com/wp-content/uploads/2011/01/Benjamin-Franklin-Free-Handout1.jpg
b. Citation: Benjamin Franklin Free Handout. N.d. Photograph. Science with meWeb. 15 Oct 2013. <http://sciencewithme.com/wp-content/uploads/2011/01/Benjamin-Franklin-Free-Handout1.jpg>.
c. Category: Document, Scientific/Historical Picture Handout
2. Artifact D:
a. Refer to link below
b. Citation/Link: Benjamin Franklin Biography. N.d. Photograph. Enchanted LearningWeb. 22 Oct 2013. <http://www.enchantedlearning.com/history/us/colonial/bioprintouts/franklin/>.
c.Category: Document, Scientific/Historical Picture Handout
3. Activity Description:
a. Purpose/goals: Students will read aloud with the teacher both of the handouts (see above). After the first, and between the second, the teacher will stop and explain the details to a larger extent and ask students comprehension questions (Did you know Ben Franklin created the Bifocal? Does anyone know what Bifocals are? Does anyone know someone who wears them?) Next, the teacher will stop and let the children write in their journal ideas for expirements such as the ones that Benjamin Franklin conducted. Then, the teacher will ask for two volunteers to come up and explain what they wrote in their journal. Then, two more volunteers will explain one of Franklins' tests and maybe act them out. After both handouts are complete, the teacher will call on numerous students, asking them commutative and non commutative questions from the handouts. Students will be encouraged to think about the scenes acted out and are able to refer to the handouts for problem solving.
b. Method/Learning style: Like activity one, this activity is based on problem-based historical inquiry. The handouts and activities are purposeful in the sense that it gets the class connected with relevant American history, stays structured within the confines of a whole-class activity with independant work, and is very much active with the class discussion and scenes being acted out.
c. Student Product: Students will be assigned a homework journal activity, that will be discussed and read the following day after review. Students will write about what they think was Frankilns' most important achievement and why the world is better off for it. Another handout will be sent home as well the following day, with fill in the blank and multiple choice about everything we had discussed, a cummulative review.
4. URL: www.pbs.org/benfranklin/explore.html
                www.scholastic.com/franklin
http://www.youtube.com/watch?v=IjzNTHvfFb4