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ATTENTION:
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TEACHERS, PRINCIPALS, SUPERINTENDENTS AND PARENTS: |
MAC COURSES are designed for teaching character education topics. Each ach hamany lessons for each character trait. As of August 2017, we are developing MAC's first unit course on courage, with many more courses expected to be added in the months to come.
MAC COURSE #1: COURAGE
NOTE: ADDITIONAL MAC COURSES WITH LESSONS ARE UNDER CONSTRUCTION AND COMING SOON. THANK YOU!
MAIN GOAL FOR ALL LESSONS WITHIN THIS COURSE:
Students will be motivated to think more deeply about why courage is important, what it looks like when put into action in the real world by courageous people and how they as students can develop and apply it in their own lives.
OBJECTIVES FOR ALL LESSONS WITHIN THIS COURSE:
Students will be expected to perform the following:
(1) Describe a variety of stories about people who lived in various times and places throughout history who demonstrated courage.
(2) Explain by summarizing details about people who lived in various times and places throughout history who demonstrated courage.
(3) Predict what a person who students learned about in a virtual lesson might do in a hypothetical scenario; and, based upon what the students learned, concerning a particular person’s courage, each student will predict what they themselves would do in a particular situation when courage would be needed.
(4) Contrast what a person, who students learned about in a virtual lesson, would do and say when compared with what popular culture does and says in both various and specific situations and circumstances.
(5) Create an online and/or handmade graphic organizer analyzing at least 3 important examples of how a person that they learned about in a virtual lesson showed courage; then, each student will apply their analysis to the real world and give at least 3 of their own insights and observations concerning how such examples of courage would make the world a better place if more people would put such acts of courage into action.
(6) Defend and justify why courage is necessary in the human experience and why it must always be associated with goodness in terms of the motivation behind why a person puts it into action.
The following instructions are geared toward teachers, administrators and parents; however, they can also apply to an individual student who will interact with the content on Michigan Assemblies dot Com in a 1:1 ratio (either by their own efforts or by a teacher or parent arranging such viewing experiences).
DISCUSSION QUESTIONS:
COURSE AND LESSON ASSESSMENT(S):
As mentioned above in this Week 04 EDU 708 document, I intend to have links created under each multi media video which will be one aspect of assessing what students have learned from participating in a virtual assembly which will engage them with content about good character. Additionally, I will also have multiple categories of questions that teachers/parents and classmates/friends can utilize on a formative and summative level. Therefore, students will be able to be assessed online through various options on the same page as the video which they viewed and which will include the types of questions that the teachers can facilitate in a whole group context. Finally, the various assessments will be designed in such a way that performance and selection type of assessments will be utilized. This will include assessments in the form of collaborative service learning projects in the community where students reside.
NOTE: ADDITIONAL MAC COURSES WITH LESSONS ARE UNDER CONSTRUCTION AND COMING SOON. THANK YOU!
MAIN GOAL FOR ALL LESSONS WITHIN THIS COURSE:
Students will be motivated to think more deeply about why courage is important, what it looks like when put into action in the real world by courageous people and how they as students can develop and apply it in their own lives.
OBJECTIVES FOR ALL LESSONS WITHIN THIS COURSE:
Students will be expected to perform the following:
(1) Describe a variety of stories about people who lived in various times and places throughout history who demonstrated courage.
(2) Explain by summarizing details about people who lived in various times and places throughout history who demonstrated courage.
(3) Predict what a person who students learned about in a virtual lesson might do in a hypothetical scenario; and, based upon what the students learned, concerning a particular person’s courage, each student will predict what they themselves would do in a particular situation when courage would be needed.
(4) Contrast what a person, who students learned about in a virtual lesson, would do and say when compared with what popular culture does and says in both various and specific situations and circumstances.
(5) Create an online and/or handmade graphic organizer analyzing at least 3 important examples of how a person that they learned about in a virtual lesson showed courage; then, each student will apply their analysis to the real world and give at least 3 of their own insights and observations concerning how such examples of courage would make the world a better place if more people would put such acts of courage into action.
(6) Defend and justify why courage is necessary in the human experience and why it must always be associated with goodness in terms of the motivation behind why a person puts it into action.
The following instructions are geared toward teachers, administrators and parents; however, they can also apply to an individual student who will interact with the content on Michigan Assemblies dot Com in a 1:1 ratio (either by their own efforts or by a teacher or parent arranging such viewing experiences).
DISCUSSION QUESTIONS:
- Did you already know about the person you learned about in the video or was this the first time that you learned about them and/or the acts of courage that they demonstrated?
- How do you think the person that you learned about felt going through the situation(s) where they demonstrated courage?
- When was there a time in your life that you could relate to the person who showed courage?
- Why did the person you learned about choose to show courage, in your own opinion?
- What are 2 or 3 things that make you feel uncomfortable or afraid when you think about the strength of character that it took the person you learned about to show the courage that they showed?
- Can you create a graphic organizer collaboratively with a classmate/friend in order to show what the person you learned about did to make the world a better place through the courage which they showed?
COURSE AND LESSON ASSESSMENT(S):
As mentioned above in this Week 04 EDU 708 document, I intend to have links created under each multi media video which will be one aspect of assessing what students have learned from participating in a virtual assembly which will engage them with content about good character. Additionally, I will also have multiple categories of questions that teachers/parents and classmates/friends can utilize on a formative and summative level. Therefore, students will be able to be assessed online through various options on the same page as the video which they viewed and which will include the types of questions that the teachers can facilitate in a whole group context. Finally, the various assessments will be designed in such a way that performance and selection type of assessments will be utilized. This will include assessments in the form of collaborative service learning projects in the community where students reside.
C1 LESSONS (THIS SITE IS UNDER CONSTRUCTION)
NOTE: ON-DEMAND MULTI-MEDIA RESOURCES FOR THE FOLLOWING LESSONS ARE UNDER CONSTRUCTION AND COMING SOON:
- Nelson Mandela
- Florence Nightinggale
- Winston Churchhill
- Corrie Ten Boon
- Abraham Lincoln
- Deirtrich Bonhoffer
- Jesse Owens
- Harriet Tubman
- Rosa Parks
- Martin Luther King, Jr.
- Anne Frank
- Mother Teresa
- Charles Lindbergh
- Dorothy Day
MAC is a service of J.T.A.S.P.
Michigan Assemblies dot Com (MAC) Copyright 2013-2017
Site First Created: Fall 2013
This Page First Created: July 22, 2017
Last Modified: August 12, 2017