http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Fri, 24 May 2013 19:22:27 PDT Fri, 24 May 2013 19:22:27 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=526215 This is an interactive PowerPoint that guides students through the steps of how Bill is passed into law in the United States Congress. Students complete/draw a copy of the flowchart as well as answer questions regarding the material. This material attempts to present a balance of information between a very simple version of the steps and a very through and detailed one. http://www.merlot.org/merlot/viewMaterial.htm?id=477462 Critical thinking in my class refers to the ability to answer why and how questions such as why do people commit crimes and why do people vote the way they do. Critical thinking also refers to the ability to develop organized and logical arguments and to test hypotheses using the scientific approach. In my class there are two papers that revolve around the analysis of quantitative data. On this site I have posted the assignments I have used in five semesters along with the data sets that are used in these assignments. These assignments could be used in a critical thinking class or any class that included a component that involved the analysis of quantitative data. http://www.merlot.org/merlot/viewMaterial.htm?id=727888 This is an overview of a 3-week unit aimed at teaching high school students how to research their political leaders at multiple levels of government, along with current political issues. While its ultimate purpose is to help students become responsible citizens before they graduate, the unit addresses Michigan High School Social Studies Standards 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.2.3 and 6.2.11 in particular. The unit engages students through the use of technology and provides real-life learning activities such as writing a letter to a representative about a current political issue important to the student.Detailed lesson plans are NOT included at this time, but may be uploaded at a later date. http://www.merlot.org/merlot/viewMaterial.htm?id=596515 This lesson plan is desgined for a 10th grade United States History class. The lesson prompts students to investigate the connect between historical views of immigration and current political candidates views on the subject. http://www.merlot.org/merlot/viewMaterial.htm?id=640183 Statistics show that voter turnout in the U.S. is low compared to other democratic nations. In addition studies have shown that there are a significant amount of votes that simply vote along party lines rather than on the issues. The goal of this unit is to make students aware of the main political issues in American politics and how to identify the different persuasive techniques politicians use in order to win votes. Being informed is one of the most important aspects of citizenship. http://www.merlot.org/merlot/viewMaterial.htm?id=478887 This module offers you ways to learn more about the theory and practice of popular government. It focuses upon political representation and legislative behavior and allows you to compare representative policymaking in the California state legislature with the making of policy through the direct democratic device of the initiative process. It utilizes demographic data from the U.S. census, from election returns for the state legislature, from rollcall votes in the legislature, and from votes for and against popular initiatives. The focus on Analyzing Legislative Behavior includes Party Behavior, Interest Groups, Region or Area, Policy Issues, District Ideology, District Partisanship, Election Outcomes, Member Characteristics, and Member Voting Behavior. There is also an extensive discussion of statistical procedures. Pedagogical significance of module. Substantively, the REPR module provides students with data that can be used to study the concept of representation in courses on empirical theory, the legislative process, and California politics. Methodologically, it provides students with ratio level data that can be used in univariate analysis, comparisons of means, least squares (regression) analysis, and the creation of various graphic displays of information. http://www.merlot.org/merlot/viewMaterial.htm?id=532650 This is a PDF of a Goal Directed Instructional Design Plan that can be utilized as an introductory lesson to the concept of Nationalism for High School level students. This Design plan is intended to introduce the concepts and elements of Nationalism, while implementing technology and student led learning. This lesson plan indicates purpose of lesson, materials, objectives, assessment ect. Any history teacher who is unsure of how to introduce such a controversial topic to students of all cultural and ethnic backgrounds’ would benefit from this lesson. Students are allowed to take ownership of the lesson and incorporate technology skills into group presentations.This is a three page "Goal Directed Instructional Design Plan" in PDF format outlining the entirety of what this lesson encompasses. http://www.merlot.org/merlot/viewMaterial.htm?id=519153 פעילות זו מיועדת לתלמידים לקויי למידה ובה עונים התלמידים על שאלות המתייחסות לטקסט בספר הלימוד "מסע אל העבר: יוון, רומא וירושלים״, יחידה 3 (״האימפריה הרומית ויהודה״), פרק א' (״רומא – מעיר לאימפריה״), עמ' 91-93. הפעילות עוסקת בתיאור מושג המשפחה בחברה הרומית הקדומה ובמוסדות השלטון שכללו בעיקר את הפטריקים, בני המעמד העליון. משך הפעילות כ45 דקות. מופיע במאגר תלתן. http://www.merlot.org/merlot/viewMaterial.htm?id=519155 פעילות זו מיועדת לתלמידים לקויי למידה ובה עונים התלמידים על שאלות המתייחסות לטקסט בספר הלימוד "מסע אל העבר: יוון, רומא וירושלים״, יחידה 3 (״האימפריה הרומית ויהודה״), פרק א' (״רומא – מעיר לאימפריה״), עמ' 93-94. הפעילות עוסקת בתיאור מוסדות השלטון של הרפובליקה הרומית ותחומי אחריותם. משך הפעילות כ45 דקות. מופיע במאגר תלתן.