History of Culture and Inventions (past, present, future) - Unit Slideshow

History of Culture and Inventions (past, present, future) - Unit Slideshow
History of Culture and Inventions (past, present, future) - Unit Slideshow
History of Culture and Inventions (past, present, future) - Unit Slideshow
History of Culture and Inventions (past, present, future) - Unit Slideshow
History of Culture and Inventions (past, present, future) - Unit Slideshow
History of Culture and Inventions (past, present, future) - Unit Slideshow
History of Culture and Inventions (past, present, future) - Unit Slideshow
History of Culture and Inventions (past, present, future) - Unit Slideshow
File Type

Presentation (Powerpoint) File

(589 KB|9 - including links)
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Standards
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This unit could just as easily work in an English class as it does History - especially when paired with a historical fiction novel. The first slide gives an agenda overview - listing the activities (available through links) and the order to be completed.

1. Show and Tell - have students write a quick speech about a possession that they love or use all the time. Ask students to bring their possession and read their speeches to the class

2. Images (link provided) - a visual walk through history (technology, culture, inventions); then and now; digital notes

3. Video (link provided) - technologies of the past and present

4. Article (link provided) - Life in the 1800s; includes analysis questions

5. Writing Prompts - 13 questions; journal entries

6. Project: Future Invention - directions and rubric (link provided)

7. Shark Tank - create a panel and have students try to promote and sell their inventions

Log in to see state-specific standards (only available in the US).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Cite specific textual evidence to support analysis of primary and secondary sources.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Total Pages
9 - including links
Answer Key
N/A
Teaching Duration
2 Weeks
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