Teacher Process
ALL TEACHERS
- Instruct students on how to research using the Library of Congress.
HISTORY TEACHERS
- Divide students into 3 groups.
- The first group will work with the English students and FCS students to create a video montage of pictures (3 students in this group)
- The second group will work with the English students and FCS students to interview veterans. (3 students in this group)
- The third group will create a questionnaire for the students interviewing to give to the veterans. (9 students in this group)
- The third group will meet first to create the questionnaire based on the notes they took during class. Assist the students in finding good questions that would be important to ask a veteran.
- Once the questions are completed, the students will hand the questionnaires off to the interviewing groups.
- You are in charge of collecting contact information from veterans who are willing to be interviewed by the students. Give the contact information out to the students, and have them start asking questions.
- Instruct the students in the video montage group to begin by compiling classroom research. They will then use that research to help them find relevant pictures that they can use to create an engaging video collage that will be displayed at the banquet.
FCS TEACHERS
- Divide students 3 groups
- The first group will work with English students and History students to research the forgotten war and create a video montage of pictures (3 students in this group)
- The second group will work with the English and History students to interview selected veterans (3 students in this group)
- The third group will work to design and create invitations to invite veterans to the banquet, decorate the gymnasium to resemble a banquet hall, and arrange catering for the banquet. You must assist in arranging catering services. (9 students in this group)
- Inform the students working on invitations that this should be done first so that they can be sent out with plenty of time before the banquet.
- Instruct the video montage group to begin by compiling classroom research. They will then use that research to help them find relevant pictures that they can use to create an engaging video collage that will be displayed at the banquet.
- The catering arrangements should also be worked out in advance so you can discuss payment with the school as well as the PTA.
- Instruct the students working on decorations to collaborate and start sketching out what the room will look like. They will need the following...
- Tables with Table cloths
- Chairs (enough for all students, teachers, and veterans)
- Section designated for special guests (Veterans)
- A stage
- Tables for catering
- Plates, utensils, and napkins for food
- Microphone for speeches
- Projector for video montage
ENGLISH TEACHERS
- Divide students 3 groups.
- The first group will work with FCS students and History students to research the forgotten war and create a video montage of pictures (3 students in this group)
- The second group will work with the FCS and History students to interview selected veterans (3 students in this group)
- The third group will write introduction speeches for each of the interviewed veterans based on the results of the interviews (9 students in this group)
- Instruct the video montage group to begin by compiling classroom research. They will then use that research to help them find relevant pictures that they can use to create an engaging video collage that will be displayed at the banquet.
- The students interviewing will receive their questionnaire form from the History students that created it. The interviewers will then conduct their interviews on selected veterans. Assist the students with any questions they may have about contacting their veteran.
- Once all the interviews are completed, the third group will each write a speech that introduces a veteran. The students will give these introduction speeches at the banquet to introduce each participating veteran to the attendees. Inform these students about the proper way to address a veteran, as well as the formal way to write a speech honoring these heroes.
This process is completed within three different classes: English, Family and Consumer Science, and History. Each subject will have their own classroom with average 10-15 students and they will all be during 3rd period. This lesson will be over a period of two months to begin contacting guests and miscellaneous companies. This will be a multidisciplinary project.
Students will be divided into groups, so the teachers will assign each student a specific job within the project. They will either focus on the tasks for FCS, History, or English. Students will be grouped together with other students completing the same tasks, and the groups should be relatively the same size.
One stumbling block that might come up is if the groups don’t work well together. If this does occur, the teacher would have to ensure that there are problems within the group that directly affect their work. If the problems are legitimate, then a teacher may decide to switch around the groups or move a few students from another group. Teachers would have to avoid moving students into groups with friends or students they won’t be productive working with, so that’s up to the teacher to decide who can and cannot work well together.
Teachers will have needed to have experience with events, prior knowledge on the Korean War, and comfort with companies. It would be helpful if the teacher has gone through interviews to explain to students how interviews work. Having experience speaking in front of others and knowing how to control nerves would be a beneficial skill to pass onto the students. Without having these skills, teachers won’t have enough background on what to teach the students. If a novice teacher was apart of this unit, they would be able to succeed in teaching the unit because of the proper training received at their undergraduate education program.
Students will be divided into groups, so the teachers will assign each student a specific job within the project. They will either focus on the tasks for FCS, History, or English. Students will be grouped together with other students completing the same tasks, and the groups should be relatively the same size.
One stumbling block that might come up is if the groups don’t work well together. If this does occur, the teacher would have to ensure that there are problems within the group that directly affect their work. If the problems are legitimate, then a teacher may decide to switch around the groups or move a few students from another group. Teachers would have to avoid moving students into groups with friends or students they won’t be productive working with, so that’s up to the teacher to decide who can and cannot work well together.
Teachers will have needed to have experience with events, prior knowledge on the Korean War, and comfort with companies. It would be helpful if the teacher has gone through interviews to explain to students how interviews work. Having experience speaking in front of others and knowing how to control nerves would be a beneficial skill to pass onto the students. Without having these skills, teachers won’t have enough background on what to teach the students. If a novice teacher was apart of this unit, they would be able to succeed in teaching the unit because of the proper training received at their undergraduate education program.