Group+6

**Members: Elizabeth, Nadia, David, Rachel**
 * Group: 6**

= **STEP ONE: LEARNING OBJECTIVES** =
 * Think about the intellectual and experiential opportunities represented by this task: what do you want students to KNOW and be able to DO as a result of this teach-in? Where are the rich connections? Give yourselves a little time to think about all of this, and let your thinking guide the lesson you create.**

__**//Overall Learning Objective//**__ For students to be able to explain the Political, Social, and Economic ramifications of a natural disaster. (apolitical?)
 * Headlines & Reactions**
 * Evaluate sources (who is writing the paper)
 * Assumptions based on community:
 * American concerns in terms of manufacturing of cars - loss of jobs due to key parts in Japan no longer being produced
 * Horizontal/Vertical manufacturing?
 * Proprietary nature, Japan is on a fault line
 * Example in.. Africa, Europe, Asia, South America, and pick two closer to home (Detroit or township newspaper)
 * Ohio revises lemon law, reflecitng Japan Disaster
 * See same event from different perspectives
 * Setting a wiki to newspaper
 * Using newsclips and newspapers

Before, countries chose to spend money on prevention. Afterwards had adverse affects.

Further Lessons:
 * Economic**
 * The impact of the natural disaster in the affected country's economics
 * The impact of the natural disaster in the region
 * The impact of the natural disaster on the world stage.
 * Ideas:
 * Case study on self etc.
 * Skype people in (ideas)
 * Wiki - have students post responses etc.
 * Political - What does this mean**
 * For japan, what does this mean for Nuclear Reactors in the world?
 * Geography**
 * Japan's location on the ring of fire
 * Bringing it close to home - California.
 * If you would buy a house, or invest in a business, etc. would you look into natural disasters in the area?
 * What happens to the economy of the city when people leave?
 * Did Japan have any infrastructure in place to allow them to be more prepared in the event of a natural disaster?
 * How have other countries prepared for the possibility of a natural disaster?
 * Social - how do we as humans respond to this?**
 * Human impact
 * Government aid
 * Advocacy
 * Personal efficacy
 * Empowering students.
 * Non-Profit
 * Political Implications of aid
 * Economic
 * How much did the host country lose
 * How much economic help is given by others
 * How much economic help is given by others

How have other countries prepared for the possibility of a natural disaster?

= **STEP TWO: FIND RESOURCES FOR YOU AND/OR YOUR STUDENTS TO USE** =
 * What resources will you use to find either materials for your own instruction or to guide a student-centered learning approach? Record them in the chart below. Here, talk about the resources you considered and why you ultimately rejected/used them. Remember to look for a balance of expert and open Web resources. Keep reading level in mind (look for differentiation codes, try a suggestion from** [|**Kathy Schrock**] **, use Word's readability scorer, or** [|**try this site**] **if you're not sure.) and consider the power of video, audio, and images to make learning more multimodal. (Keep thinking back to the learning objectives -- are the resources moving you closer to the goal?)**
 * < = Name = ||< = URL of resource or name of database = ||< = One-sentence annotation = ||< = Did you accept or reject this resource? = ||< = Why? = ||
 * < //Sample Sue// ||< [|//http://abcnews.go.com/GMA/video/champion-gulf-11079809//] ||< //Good Morning America story about the oil spill// ||< //REJECT// ||< //He's a politician but not an expert voice on oil spill recovery, and that's the focus of our project.//

//OR//

//This offers up an interesting political lens, which could be useful for the History Department, but less so for ours.// ||
 * < Newseum ||< www.newseum.org/ ||< Archives and current newspaper headlines around the world ||< //ACCEPT// ||< //Primary sources, accessibility to kids. Multimedia, visual, archives.// ||
 * < Library of Congress ||< http://www.loc.gov/teachers/ ||< Analysis of primary sources, worksheet etc. ||< //ACCEPT// ||< //It is a useful tool and to be able to understand primary sources. Facilitate an understanding of how to analyze primary sources.// ||
 * <  ||< google.com/educator ||<   ||<   ||<   ||
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**

= STEP THREE: DESIGN THE LESSONS =
 * What will YOU do? What will the STUDENTS do? Sketch out the lesson plan(s) below, making sure that you hit the principal's goals. Don't worry too much about following a specific lesson plan format. This activity is about the Big Picture of using online resources effectively. Remember to return to the objective you listed at the top of this page -- is this plan going to meet those objectives?**

= STEP FOUR: THINK ABOUT ASSESSMENT =
 * Formal Understanding by Design would tell you to think about assessment as soon as you select objectives. Today, we're cheating a bit and putting it at the end so that we're sure you have time to consider resources and objectives first. If you have time today, discuss how you might assess the students' work** //**and**// **the effectiveness of your lesson design both during (formative) and after (summative) the teach-in. Make sure that your assessment ideas match with Step One above so that your assessment correlates with your goals.**