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Communit Comm unity y – Lesso Le sson n2 Date: Subject: Social Studies Grade: 9 Topic: Topic: Essential Question (rom (rom unit! i applicable": #re #re t$ere di%erent di%erent &inds o communities' o) are t$e needs needs o eac$ community met met by t$eir institutions' *aterials: + lar,e pieces o paper )ritin, utensils -ictures -ictures o communities (rural! lar,e! reser.e! t$eir o)n"
Stage 1- Desired Results – you may use student friendly language /$at do t$ey need to understand! understand! &no)! and0or able to do' #t t$e end o t$e lesson students )ill be able to identiy )$at a community is! and $o) di%erent communities communities operate1 T$ey )ill &no) $o) communities communities unction1 unction1 road #reas o Learnin,: Sense o sel! community! and place: Students )ill ,ain a sense o perspecti.e on $o) di%erent &inds o communities a%ect di%erent populations1 En,a,ed Citi3ens: Students )ill reali3e t$at some communities bene4t di%erently di%erently rom t$e ,o.ernment1 T$ey )ill understand t$at t$ere is room or impro.ement and c$an,e in $o) di%erent communities operate1
Cross5Curricular Competencies: De.elop T$in&in,: Students )ill apply e6istin, e6istin, &no)led,e about di%erent di%erent types o communities and analy3e connections and di%erences bet)een t$em1 De.elop Literacy: Students )ill communicate communicat e t$eir 4ndin,s in readin, readin, and orally1 orally1 T$ey )ill respond to ot$er ,roup7s ideas and participate in a ,roup discussion1 De.elop Social 8esponsibility: Students )ill use moral reasonin, to see t$eir pri.ile,e .ersus ot$ers! and s$o) respect to di%erent people! communities! and societies1 utcome(s": ;91< E6plain )$at constitutes a society a.
Relate Rela te the functions functions and services services of institutions institutions in the community community (e.g., schools, schools, churches, churches, local local governments, governments, parents, Elders, traditional knowledge keepers) to the needs of the people in that community
-G- Goals: 212 pro4ciency in t$e Lan,ua,e o nstruction )ill ocus on pausin, bet)een =uestions to allo) students time to t$in& and respond #s&in, ,uidin, > open ended =uestions to ,enerate con.ersation ?1< ability to utili3e meanin,ul! e=uitable! and $olistic approac$es approac$es to instruction 8e)ordin, t$in,s i t$ey are not bein, understood /ritin, on t$e board as )ell as .erbal instructions Circulatin, t$e classroom or =uestions and clari4cation as t$e lesson pro,resses •
• • •
Stage 2- Assessment #ssessment @8 Learnin, (ormati.e" #ssess t$e students durin, t$e learnin, to $elp determine ne6t steps1 #s t$ey )al& rom station to station in t$eir ,roups! )ill be .isitin, t$em and listenin, to t$eir con.ersations1 @orm $ere $ere )ill be able to tell i t$ey are ,raspin, t$e concept o community and reali3in, reali3in, t$e di%erences amon, amon, di%erent communities1 communities1 #s& =uestions suc$ as: do you t$in& t$is community community bene4ts rom rom our ,o.ernment in in any )ay' so! do t$ey bene4t more or less less t$an ot$er communities' communities' /$at do you t$in& t$e problems0successes problems0successes in t$is community are' are' 5 *a&e notes on t$ese conerences conerences
#ssessment @ Learnin, (summati.e" #ssess t$e students ater learnin, to e.aluate )$at t$ey $a.e learned1 /$en t$ey $a.e mo.ed to all + c$arts! )e )ill re.ie) $o) eac$ community unctions! and $o) eac$ community unctions di%erently1 di%erently1 #t t$e end! t$ey )ill think, pair, share! )ritin, in t$eir journals ADo all communities bene4t t$e same rom )$at our Canadian institutions $a.e $a.e to o%er' t$ey do not eel comortable comortable s$arin, t$eir ans)er ans)er )it$ t$e class! )ill $a.e it in )ritin, in t$eir journal – )$ic$ )ill recei.e a Bcomplete7 or Bincomplete7 mar&1
Stage 3- Procedures *oti.ational0#nticipatory *oti.ational0#nticipatory Set (introducin, topic )$ile en,a,in, t$e students" (< min" #t t$e be,innin, o t$e lesson )ill as& )$at a society is1 (t$ey s$ould &no) t$is rom lesson <"1 T$en )ill as& t$em i t$ey &no) )$at a community communit y is1 /e )ill t$en brainstorm t$e di%erence bet)een society and community1 community1 )ill $a.e + lar,e papers laid out! )it$ pictures o di%erent types o communities at eac$ station (or e6ample: t$eir o)n! rural! lar,er! residential! urban etc1" /rite do)n our essential =uestion on t$e board: How are the needs of each community met by their institutions? *ain -rocedures0Strate,ies: (? min" Students )ill be split into our ,roups! eac$ ,roup at a di%erent Acommunity station1 T$ey )ill $a.e 2 minutes at eac$ eac$ station to )rite do)n as as muc$ as t$ey &no) about t$at community do)n1 )ill ,i.e t$em ,uidin, =uestions suc$ as A$o) does t$is community unction' /$at &inds o institutions does t$is society $a.e' o) do t$ey sur.i.e' Etc1 o) muc$ do you &no) about t$is community compared to ot$er communities! )$y do you t$in& t$at is' o) does t$is community bene4t rom resources' •
T$ey )ill rotate rotate around around t$e room room 4llin, in t$e ne) s$eet! but t$ey cannot repeat repeat )$at anot$er ,roup $as pre.iously pre.iously )ritten do)n1 nce eac$ ,roup $as been to all + stations! )e )ill come bac& to,et$er as a class1 (< min" Eac$ ,roup )ill present t$eir paper to t$e class1 /e )ill ,o o.er =uestions as a class: o) are t$e needs o eac$ community di%erent' di%erent' #re t$e needs o eac$ community bein, met! )$y or )$y not' /$at institutions und eac$ community' #re some communities bene4tin, more t$an ot$ers' #re t$ere ,aps in your &no)led,e about certain communities' /$y do you t$in& t$is is' T$ese =uestions =uestions )ill ,uide ,uide t$em into t$e t$e closin, o t$e lesson1 • • • • •
Closin, o lesson: pai r, share shar e )rite in journals: do all communities bene4t t$e same rom ( min" !hink, pair )$at our Canadian institutions $a.e to o%er' t$e students do not )ant to s$are t$eir ideas )it$ t$e class! t$at is o&1 (< min" Tell t$e students t$at )e )ill be,in loo&in, at )$at &inds o people0)$at proessions etc1 are in di%erent communities and $o) t$ey li.e1
#dapted rom Hnderstandin, by Desi,n (*cTi,$e and /i,,ins! <99I"