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'WARS & WHY THEY EXIST' by SIGNIFICANT VOID (sV)

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Christopher TEMPLETON

Subject Arts — Drama, Visual Arts • English Language Arts — Language, Reading Standards for Fiction, Reading Standards for Informational Text, Speaking and Listening, Writing • Social Studies — Current Events, Historical Thinking, World History

Grade Level PreK, Grades 9-12, Higher Education, Adult Education, Professional Development, Paraprofessional and School Related Personnel

Resource Type Activity

Attributes

English-Language Learners (ELL), Gifted and Talented, Good for Parents

Standards Alignment

Common Core State Standards

License

Public Domain Dedication

CC0 1.0 Universal

About This Lesson

KALASHNIKOV'S DREAM is an engaging, cross-curricular program presented in four (one hour) media-rich lessons as an Educational Toolkit. The completed program allows students to extend their knowledge, skills and conceptual understanding of language and history as well as a much-needed discussion about wars and why they exist.

The Toolkit helps students to make connections between history and their opinion. This pioneering program covers a raft of educational standards and comes in two main parts: a Teacher Guide along with a Student Visual Presentation loaded with films and other assets for a truly stimulating classroom experience.

Enjoy 'Kalashnikov's Dream'?

Check out more free lesson plans and resources on Share My Lesson in the Veterans Day Collection.

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Resources

Files

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EDBRAIN IT

EdBrAIn uses AI to customize lesson resources for your students’ needs.

TEACHER GUIDE MASTER.pdf

Activity

February 13, 2020

2.19 MB

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EDBRAIN IT

EdBrAIn uses AI to customize lesson resources for your students’ needs.

MAIN STUDENT PRESENTATION.pptx

Activity

February 10, 2020

108.88 MB

External resources

https://www.scribd.com/document/488665246/WARS-WHY-Teacher-T...

Website

Videos

KALASHNIKOV'S DREAM | Extended Trailer

Standards

CCSS.ELA-Literacy.SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

CCSS.ELA-Literacy.RI.11-12.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.W.11-12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CCSS.ELA-Literacy.W.9-10.3.a

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-Literacy.W.11-12.3.a

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-Literacy.W.9-10.3.c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

CCSS.ELA-Literacy.RL.9-10.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCSS.ELA-Literacy.W.9-10.2.a

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.1.a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.11-12.1.a

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.SL.9-10.1.c

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.11-12.1.c

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-Literacy.RI.11-12.3

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

CCSS.ELA-Literacy.W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.11-12.7

CCSS.ELA-Literacy.WHST.11-12.2.a

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.L.9-10.4.d

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

CCSS.ELA-Literacy.L.11-12.4.d

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

CCSS.ELA-Literacy.W.11-12.2.a

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.SL.11-12.6

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

CCSS.ELA-Literacy.RI.11-12.6

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

CCSS.ELA-Literacy.W.9-10.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.W.9-10.3.b

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.11-12.3.b

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.L.9-10.1.b

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

CCSS.ELA-Literacy.W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.9-10.1.c

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.SL.9-10.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS.ELA-Literacy.RST.9-10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

CCSS.ELA-Literacy.RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RST.11-12.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

CCSS.ELA-Literacy.W.11-12.3.c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

CCSS.ELA-Literacy.W.11-12.3.d

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-Literacy.W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.CCRA.R.6

Assess how point of view or purpose shapes the content and style of a text.

CCSS.ELA-Literacy.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.CCRA.SL.6

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

CCSS.ELA-Literacy.WHST.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.L.9-10.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCSS.ELA-Literacy.RI.9-10.6

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

CCSS.ELA-Literacy.L.11-12.6

CCSS.ELA-Literacy.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.CCRA.SL.4

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RI.11-12.1

CCSS.ELA-Literacy.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.L.9-10.1.a

Use parallel structure.

CCSS.ELA-Literacy.WHST.9-10.1.c

CCSS.ELA-Literacy.L.9-10.4.a

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-Literacy.WHST.11-12.1.c

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.L.11-12.4.a

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-Literacy.WHST.9-10.1.a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.2.c

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.11-12.1.c

CCSS.ELA-Literacy.WHST.11-12.1.a

CCSS.ELA-Literacy.W.11-12.2.c

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.WHST.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.L.9-10.5.a

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

CCSS.ELA-Literacy.W.9-10.3.e

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

CCSS.ELA-Literacy.L.11-12.5.a

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

CCSS.ELA-Literacy.W.11-12.3.e

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

CCSS.ELA-Literacy.W.9-10.3.d

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-Literacy.W.9-10.1.b

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

CCSS.ELA-Literacy.W.9-10.2.b

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.11-12.1.b

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

CCSS.ELA-Literacy.W.11-12.2.b

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.9-10.1.e

Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-Literacy.WHST.9-10.7

CCSS.ELA-Literacy.W.9-10.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCSS.ELA-Literacy.W.11-12.1.e

Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-Literacy.WHST.11-12.7

CCSS.ELA-Literacy.W.11-12.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCSS.ELA-Literacy.L.11-12.4.c

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

CCSS.ELA-Literacy.W.9-10.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.RH.9-10.3

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.W.9-10.2.d

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

CCSS.ELA-Literacy.W.9-10.2.e

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.2.d

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

CCSS.ELA-Literacy.W.11-12.2.e

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.RST.9-10.5

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CCSS.ELA-Literacy.WHST.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.CCRA.L.6

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCSS.ELA-Literacy.WHST.9-10.8

CCSS.ELA-Literacy.RH.9-10.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

CCSS.ELA-Literacy.L.11-12.1.a

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

CCSS.ELA-Literacy.RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-Literacy.RL.11-12.6

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

CCSS.ELA-Literacy.RST.9-10.2

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-Literacy.RH.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-Literacy.RH.9-10.10

By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

CCSS.ELA-Literacy.RST.11-12.2

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCSS.ELA-Literacy.RH.11-12.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-Literacy.RST.11-12.10

By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.RH.11-12.10

By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.CCRA.L.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.RI.11-12.5

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

CCSS.ELA-Literacy.CCRA.L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-Literacy.CCRA.R.3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCSS.ELA-Literacy.CCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.R.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.10

Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-Literacy.L.9-10.5.b

Analyze nuances in the meaning of words with similar denotations.

CCSS.ELA-Literacy.WHST.9-10.1.b

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

CCSS.ELA-Literacy.WHST.9-10.2.b

CCSS.ELA-Literacy.L.11-12.5.b

Analyze nuances in the meaning of words with similar denotations.

CCSS.ELA-Literacy.WHST.11-12.1.b

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

CCSS.ELA-Literacy.WHST.9-10.1.e

Provide a concluding statement or section that follows from or supports the argument presented.

CCSS.ELA-Literacy.WHST.11-12.2.b

CCSS.ELA-Literacy.WHST.9-10.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCSS.ELA-Literacy.WHST.11-12.1.e

Provide a concluding statement or section that follows from or supports the argument presented.

CCSS.ELA-Literacy.RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.WHST.11-12.2.e

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CCSS.ELA-Literacy.WHST.9-10.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.SL.9-10.1.a

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.9-10.1.b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1.d

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.WHST.9-10.2.d

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-Literacy.WHST.9-10.2.e

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.11-12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.SL.11-12.1.a

CCSS.ELA-Literacy.SL.11-12.1.b

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-Literacy.SL.11-12.1.d

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-Literacy.WHST.11-12.2.d

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-Literacy.RH.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-Literacy.CCRA.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.CCRA.R.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.RL.9-10.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

CCSS.ELA-Literacy.CCRA.R.5

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-Literacy.CCRA.R.8

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.CCRA.W.7

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.CCRA.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.RL.9-10.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-Literacy.CCRA.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.SL.9-10.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.CCRA.W.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.SL.11-12.5

CCSS.ELA-Literacy.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.9-10.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-Literacy.SL.9-10.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.9-10.6

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

CCSS.ELA-Literacy.CCRA.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.RST.11-12.6

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

CCSS.ELA-Literacy.RH.9-10.5

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-Literacy.RST.11-12.5

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

CCSS.ELA-Literacy.RH.11-12.5

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.WHST.9-10.9

Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.WHST.11-12.9

Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.CCRA.R.9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCSS.ELA-Literacy.RST.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

CCSS.ELA-Literacy.RH.9-10.6

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-Literacy.RH.11-12.6

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

CCSS.ELA-Literacy.RH.11-12.8

Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RST.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.11-12.9

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Reviews

4.7

9 Reviews

Kelly Booz February 28, 2019

Very impressive presentation

Very impressive presentation and important lessons for students. Also, the PPT is full of incredibly rich visuals / video. Be sure to watch it all.

Christopher TEMPLETON March 02, 2019

Thanks Kelly. Teachers are

Thanks Kelly. Teachers are competing all the time with the sophisticated visual stimuli out there in the world beyond the classroom. The digital content here is deliberately striking, to captivate the student audience so that the class can begin to engage in a meaningful lesson.

Christopher TEMPLETON April 24, 2019

Kelly, I'm considering

Kelly, I'm considering producing a follow up program on Immigration, based on a BBC Radio Play I produced. Again, surrounding the subject from an ethical POV and why people always appear to make distinctions. The "them and us" of the thing. What do you think?

Christopher TEMPLETON July 07, 2019

Hi Kelly, my newest teacher

Hi Kelly, my newest teacher toolkit on migration is now available on SML. Would be good to get this into the site link on 'Immigration Resources': https://sharemylesson.com/node/312368
CHRISTOPHER

Angela Belli March 01, 2019

(No subject)

I enjoyed this program of lessons. The crafted opening video and the PowerPoint content are informative and stimulating. This supports the teacher training pack, which is well structured and creative in content, enabling the teacher to easily guide the students through the complex psychological and philosophical questions of war and weapons.

Christopher TEMPLETON March 02, 2019

I'm pleased you find the

I'm pleased you find the materials useful and stimulating. The program is meant to be a clay for the skilful educator to shape to his/her own uses and should like a wine, mature over time!

Kate Hudson March 08, 2019

Wow. This is incredibly

Wow. This is incredibly powerful. So many issues to discuss and so thought provokingly presented. The video is so moving and the activities that run along side will make students think and examine their own belief system and backgrounds without any judgement on the student's culture. I particularly like the role play exercise; I have found that these always work well allowing students to stand outside themselves and take a different view. And if at the end we produce a generation of students who are not enthralled by guns then surely that is a good thing.

Christopher TEMPLETON March 08, 2019

Thanks Kate, you picked up on

Thanks Kate, you picked up on the role-playing, a distinct feature of the second session. The approach is based on the idea that young adults need to 'move to think', or that the core learning can be absorbed more fitfully in this way. It's a useful dynamic, helping students to understand the 'predicament' of people living in war zones.

Christopher TEMPLETON July 07, 2019

My latest teacher toolkit on

My latest teacher toolkit on migration is now available on SML: https://sharemylesson.com/node/312368
CHRISTOPHER

JPThomas March 19, 2019

This lesson plan is meant to

This lesson plan is meant to encourage kids to consider all the different perspectives related to gun violence. Class discussion and activities facilitate the conversation, and the lesson provides students a wealth of background information from the teacher for context on the problem of gun violence. From my perspective, this lesson can help students understand the complexity of gun violence on a global scale. The lesson plan includes several activities which the teacher can choose based on their specific class.
This lesson plan could fit into a world history class. Role-playing and discussion from the plan help students to imagine situations where guns will end up. Students will consider war-torn lands and people forever changed by the power of firearms in their local communities. While the lesson plan can give us a 10,000-foot view of the problem, the curriculum also makes it clear that gun violence is both personal and painful in the life of individuals affected by it. That is the same across the globe.

JP Thomas, Brady Staff

Christopher TEMPLETON March 20, 2019

A rigorous review by JP

A rigorous review by JP Thomas which should be read by any teacher approaching this program.

Christopher TEMPLETON July 07, 2019

My latest teacher toolkit on

My latest teacher toolkit on migration is now available on SML: https://sharemylesson.com/node/312368
CHRISTOPHER

virtualnaomi_3125130 April 01, 2019

Important ethical and

Important ethical and political themes, with well-chosen case studies and role-play activities. A strong initiative - would be great to see more topics covered on similar lines.

Christopher TEMPLETON April 01, 2019

Thanks Naomi - striving to

Thanks Naomi - striving to create a new educational vehicle: one that makes students sit up and engage but at the same time absorb the ethical questions posed within it. Ones that they will in turn face and have to answer in adulthood. In other words, to intellectualize students early through a more powerful visual medium.

Christopher TEMPLETON April 24, 2019

Naomi, I'm considering

Naomi, I'm considering producing a follow up program on Immigration, based on a BBC Radio Play I produced. Again, surrounding the subject from an ethical POV and why people always appear to make distinctions. The "them and us" of the thing. What do you think?

Christopher TEMPLETON July 07, 2019

My latest teacher toolkit on

My latest teacher toolkit on migration is now available of SML: https://sharemylesson.com/node/312368
CHRISTOPHER

asalgu3ra April 06, 2019

it has everything a teacher

it has everything a teacher needs, and you can always mold it to your liking. Thank you!

Christopher TEMPLETON April 07, 2019

Thank you for your important

Thank you for your important note. When you've had a chance to absorb further, I'd be interested to learn which aspect worked best for you.

Christopher TEMPLETON April 24, 2019

I'm considering producing a

I'm considering producing a follow up program on Immigration, based on a Radio Play I produced. Again, surrounding the subject from an ethical POV and why people always appear to make distinctions. The "them and us" of the thing. What do you think? Especially given current climate.

Christopher TEMPLETON July 07, 2019

My latest teacher toolkit on

My latest teacher toolkit on migration is now available of SML: https://sharemylesson.com/node/312368
CHRISTOPHER

mkwallace_2058711 December 15, 2019

The resources and questions

The resources and questions seem awesome. But I can't access the videos. Is there any way to get links for the videos? They aren't showing up in my downloads; and I only have the capability to do google slides.

Christopher TEMPLETON December 15, 2019

The videos are embedded on

The videos are embedded on the Student presentation - did you download this as well as the Teacher Guide? The Guide and the Student presentation work as a pair and synch together. The Student Presentation is a PP. If the videos still don't play, I'll send you direct online links, but it should work. Let me know how you get along and I'll support in any way I can.

Christopher TEMPLETON December 16, 2019

Did you get the videos

Did you get the videos running OK?

smandelko February 17, 2020

Mr. Templeton, I am

Mr. Templeton, I am interested in using your lesson as well, but have also found that I can't access the video clips. I did download both presentations, and while the images and quotes come through nicely, the video links do not. I also have Google Slideshow, so that is likely the issue. Any help would be greatly appreciated. I also appreciate you sharing such a thoughtful resource!

Christopher TEMPLETON February 21, 2020

Thank you for bringing this

Thank you for bringing this to my attention. It's the second reported issue with the videos out of 650 downloads. Isolated yes, but no less serious and there clearly is a software issue to resolve here. Keen to get to the bottom of this. The videos run from the student facing powerpoint, not the teacher guide, so once the student presentation has been opened in PP, you have the opening title slide (slide one). When you click to go to the next slide, the video should run automatically. Are you saying that the video simply doesn't play at this point? It seems that Google slideshow isn't picking up the 'auto run' command - I could perhaps produce a version where you have to click a video icon on slide 2, in order to run the video. This may help. Would you like me to do this? I would just need an email address to send the revised version. It would be a download, because of the large videos files, the final presentation being over 100Mb. Happy to do this. Just let me know what you want me to do.

Christopher TEMPLETON February 21, 2020

Any joy getting this to run

Any joy getting this to run for you?

Christopher TEMPLETON February 14, 2021

Please refer to BNWTempest

Please refer to BNWTempest above on this conversation strong for comments about the successful running of video in this program. Let me know if you have any further issues. CT

BNWTempest February 06, 2021

Absolutely wonderful! Thank

Absolutely wonderful! Thank you for creating an engaging and comprehensive unit.

For those teachers having link problems, they can save the PPT as a pdf. But it sounds like their District may have placed blocking filters, so the students wouldn't be able to access the videos anyway. As long as they are allowed to teach this topic, a workaround is to screen record the videos into their Drive and insert the videos into the Google Slides. Hope that helps!

Christopher TEMPLETON February 09, 2021

Thank you BNWTempest for

Thank you BNWTempest for jumping in. Invaluable practical notes on the use of the video in this kit. You strike me as a keen observer. The kit is self improving and I rely heavily on comments like yours to repurpose the program year on year - so do share any further notes you might have after running the program. I am redrafting 'Wars & Why They Exist' right now. Best, CT

Christopher TEMPLETON February 14, 2021

Hello again BNWTempest. For

Hello again BNWTempest. For your further interest, I have another teacher kit in the 'Why?' series: 'Migration & Why It Happens.' You may find this of equal value. CT