12 Years a Slave Video Lesson Plans and Worksheets
While I never had an opportunity to test out 12 Years a Slave Video Lesson Plans and Worksheets I would have liked to have shown the film either at the end of the year or as part a discussion on slavery (either as part of a World History or US course).
If copies of the book may be found it may be worth it to have students read a chapter out of the book. This guide includes questions for each chapter along with enrichment activities (both for the book and the film)12 Years A Slave Reading Questions
I would often use John Stossel Lesson Plans and Worksheets in my government class as he highlights different aspects of government and highlights what the role of the government in society and economy should or should not be. These came as videos on a DVD but now can be found in YouTube or his site below.
While I never had an opportunity to conduct a unit of Archeology Lesson Plans or a stimulated dig, I did have some notes and worksheets related to it. I figured this would be a 3-5 day unit.
Day 1: Archeology Lesson Plans
Discussion of what Archeology is and isnt
Why it is important
What skills or knowledge is needed
Learn about scientific method/forming hypothesis and how it may apply to Archeology
Maybe have students do a reading on a famous archeologist (or provide short snippets/bios from famous ones). Probably want to select a diverse group (male, female, minority, etc). Then discuss and share it.
Possible career research to being an Archeologist?
Day 2: Archeology Lesson Plans
Discussion of techniques (probably pick 5 techniques that are the most common)
What to do/What not to do
Maybe a video showing the techniques
Students then practice techniques
Students then critique each other
Day 3: Archeology Lesson Plans
Prep 5-10 different archeology topics: Mayans, Aztec, Roman, Greek, Indian, China, 1800s, 1900s, Egyptian, Viking, etc. Pick a variety of topics and have students research the life of a commoner and rich person.
Students should focus on
Food, clothing, physical objects, religious symbols, etc,
Students should complete some sort of chart that gives facts/info on different aspects of a common/rich persons life in each of the above topics
You may need to prep this on the internet and have students visit a website to learn more about daily life
Day 4:Archeology Lesson Plans
Continue research
Day 5-6:Archeology Lesson Plans
Simulated Dig
Depending how you want to organize students may select a box or students may be randomly assigned a box.
Students then use the techniques they learned about to analyze a shoebox and dig it.
Students complete a recording sheet where they describe what they found, where they found, the number of the object, and the measurements of the object.
There are several ways to present the dig. You could do the shoebox and put sand and objects in it. You could buy large tots or bins and fill it with sand and then put objects in it to make it a larger area. You could dig into the school yard property and place items. Obviously, if you have more classes it will take much longer to prep all the “digs”.
You would obviously need to purchase items related to the different topics/cultures. Items that students could find in a dig such as bones, skulls, jewelry, clothing etc. may be purchased cheap around halloween/dollar store. Shoe boxes can be gotten from a shoe store (ask the manager), trowels, measuring tape (probably a fabric one) and other digging items may be purchased from Lowes/Home Depot, the dollar store, Goodwill etc.
Day 7-8: Archeology Lesson Plans
Students create a report on what they found and their hypothesis of the culture/kind of person.
Students present findings
Teacher shares answers
Day 9-10: Archeology Lesson Plans
Students watch a hollywood film and compare and contrast real-life Archeology to how it is portrayed on the screen. Students complete a worksheet on the film and then compare and contrast.
Here is an outline of some sources that I found to be helpful in sketching out my Archeology Lesson Plan idea.
Collapse is a National Geographic film that looks at societies in the past for how they collapsed and disappeared. It’s a good film to use with the lesson plans below as it forces students to think critically about current society.
Premium Lesson Plans
I have a set of premium lesson plans you can use with the film. It has a viewing guide and a student discussion sheet where they analyze three different cultures(Anasazi, Vikings, Easter Islanders), complete charts, and answer questions. As well as a PowerPoint to help lead a discussion and provide instruction.
If you’re not interested in the premium lesson plans you can use the free handouts I’ve reworked from a Tread Lightly lesson plan to make your own. It contains three different cultures students need to analyze as well as a review of the causes and consequences of Climate Change.
Film: Note: Full copies may be purchased from National Geographic. The video below comes in parts.
Standards: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by
Objectives: Analyzing the increasing impact of terrorism.
Lesson Plans: Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects.
Essential Knowledge:
Examples of international terrorism
• Munich Olympics
• Terrorist attacks in the United States
(e.g., 9/11/2001) motivated by extremism (Osama bin Laden).
• Car bombings
• Suicide bombers
• Airline hijackers Governmental responses to terrorist activities
• Surveillance
• Review of privacy rights
• Security at ports and airports
• Identification badges and photos
Activities that support lesson plans Terrorism Analysis chart Questions Questions for use with Chart in World History II Scope and Sequence.
Lesson Plans: World History II SOL 16c Economic Interdependence
Standards: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by
Objectives: Describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.
Lesson Plans: Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects.
Essential Knowledge:
Economic interdependence
• Role of rapid transportation, communication, and computer networks
• Rise and influence of multinational corporations
• Changing role of international boundaries
• Regional integration, e.g., European Union
• Trade agreements, e.g., North American Free Trade Agreement (NAFTA), World Trade Organization (WTO)
• International organizations, e.g., United Nations (UN), International Monetary Fund (IMF)
Lesson Plans World History II 16b Developed and Developing Countries
Standards: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by
Objectives: assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom.
Lesson Plans: Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects.
Essential Knowledge:
Contrasts between developed and developing nations
• Geographic locations of major developed and developing countries
• Economic conditions
• Social conditions (literacy, access to health care)
• Population size and rate of growth Factors affecting environment and society
• Economic development
• Rapid population growth Environmental challenges
• Pollution
• Loss of habitat
• Global climate change Social challenges
• Poverty
• Poor health
• Illiteracy
• Famine
• Migration Relationship between economic and political freedom
• Free market economies produce rising standards
of living and an expanding middle class, which produces growing demands for political freedoms and individual rights. Recent examples include Taiwan and South Korea.
Lesson Plans World History II 16a Refugees, Conflict, and Technology
Standards: The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by
Objectives: identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies.
Lesson Plans: Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects.
Essential Knowledge Migrations of refugees and others
• Refugees as an issue in international conflicts
• Migrations of “guest workers” to European cities Ethnic and religious conflicts
• Middle East
• Northern Ireland
• Balkans
• Horn of Africa
• South Asia Impact of new technologies
• Widespread but unequal access to computers and instantaneous communications
• Genetic engineering and bioethics
Standard: The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by
Objective: 15a: describing their beliefs, sacred writings, traditions, and customs.
15b: locating the geographic distribution of religions in the contemporary world.
Lesson Plans:
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning. Quizzes, Tests, Projects.
Essential Knowledge:
SOL 15a: World Religions Judaism
• Monotheism
• Ten Commandments of moral and religious conduct
• Torah: Written records and beliefs of the Jews Christianity
• Monotheism
• Jesus as Son of God
• Life after death
• New Testament: Life and teachings of Jesus
• Establishment of Christian doctrines by early church councils Islam
• Monotheism
• Muhammad, the prophet
• Qur’an (Koran)
• Five Pillars of Islam
• Mecca and Medina Buddhism
• Founder: Siddhartha Gautama (Buddha)
• Four Noble Truths
• Eightfold Path to Enlightenment
• Spread of Buddhism from India to China and other parts of Asia, resulting from Asoka’s missionaries and their writings Hinduism
• Many forms of one God
• Reincarnation: Rebirth based upon karma
• Karma: Knowledge that all thoughts and actions result in future consequences
SOL 15b: Geographic distribution of world’s major religions
• Judaism: Concentrated in Israel and North America
• Christianity: Concentrated in Europe and North and South America
• Islam: Concentrated in the Middle East, Africa, and Asia
• Hinduism: Concentrated in India
• Buddhism: Concentrated in East and Southeast Asia
