ETE 335

1. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats

2. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Dan Taylor Geography Grade: 9-12 Regions of the World

3. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Goals: Students will be able to identify various regions and countries throughout the world Students will develop an understanding of the idea of a global connectivity that members of the world share Objectives: Content/Knowledge: Students will be able to learn of different cultures and traditions through the study of different regions and countries around the world. Process/Skills: Students will be able to make describe the connections between groups of people based off of the idea of global connectivity Values/Dispositions: Through the study of other countries and cultures, students will be able to value the importance of differences in beliefs and cultures that are different from their own.

4. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Rationale: In today’s society, talking to someone across the globe is something that is no longer far-fetched. With the ability to connect and converse with others on the other side of the world, it is easy to see how we have become a globally connected society. It is important for students to understand this concept of connectivity, but in order to do this they must first have a strong understanding of different regions, countries, and cultures that compose our world. Through this lesson students will be able to build upon the global knowledge that they have already learned through engaging lessons. Standards: State – Illinois Common Core or Learning Standards 17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17.B.4a Explain the dynamic interactions within and among the Earth’s physical systems including variation, productivity and constructive and destructive processes. 17.C.3a Explain how human activity is affected by geographic factors. 17.C.3c Analyze how human processes influence settlement patterns including migration and population growth. National – NCSS Themes Culture – This theme asks teachers to provide students with opportunities to observe culture and cultural diversity. Through this lesson, students will develop an understanding of their own lives, and will then be able to compare and contrast that to other cultures around the globe. Through this comparison and analysis, students will be able to learn of various cultures and ideals. People, Places, and Environment – This lesson of geography will go hand in hand with the student learning of people places and environment. By learning of various cultures and regions of the world, students will be able to analyze and observe things that differ from their own lives.

5. Objective

6. Objective • Learning Activity: A white hat thinker is one who focuses on data, information, and facts. For this lesson I will have each student create a “fact-sheet” about a country that they choose. In this learning activity, I will have students research their country using the internet, articles, or encyclopedias and textbooks to find useful and relevant information to share to the class. Information such as population, cultural information, religion, commerce, etc. would be considered important to share. This lesson would not only show the student’s ability to research and present information, it would also help these students develop an understanding of a country that they may not have known about otherwise. • Resources: Notebooks, Computers, Textbooks, Encyclopedias • http://www.cathyduffyreviews.com/history-geography/history-geography-index.htm • https://www.cia.gov/library/publications/the-world-factbook/

7. Intuitive

8. Intuitive • Learning Activity: For a red hat thinker, I would want my lesson to be focused around their strengths of feelings, logic, hunches, and intuition. For this learning activity I would create a “game-show” atmosphere where I ask students questions about various facts of geography and they use their intuition and hunches to answer. For example, if I may ask the question of “Who is the leading exporter of cotton in the world?” I would help the students out by giving them various options for the answer, but the lesson is geared towards the students following their instincts in a given situation. This lesson would allow a red hat thinker to thrive, as well as helping them build upon their knowledge of geography and global connections. • Resources: White Board, Notecards, Notebooks • http://www.factmonster.com/ipka/A0770063.html • http://www.worldatlas.com/geoquiz/thelist.htm

9. Positive/Strengths

10. Positive/Strengths • Learning Activity: A yellow hat thinker is one that focuses on values and benefits, or why something may work. For this lesson, I will focus on the values portion of the yellow hat thinkers strengths. In this activity, I would have the students write down what is most important in their lives (sports, family, friends, things, pets, job, etc.) I want this list to be as comprehensive and full as possible; after this list is done, I would then have the students research about the lives of a group of people in another country. I would question the students by asking, “How are their lives different then ours? How are they similar? Is there anything that truly stands about about their life?” By examining these questions students would be able to compare and contrast the values and things that they hold dear versus those in another part of the world. • Resources: Books, Computers, Internet, Notebooks, • http://www.unesco.org/new/en/culture/ • http://www.valueoptions.com/spotlight_YIW/gen_y.htm

11. Negatives/Weaknesses

12. Negatives/Weaknesses • Learning Activity: A black hat thinker is one who may focus on things such as difficulties and potential problems. For this activity I will keep it simple and work to these strengths. In this activity, I will have the black hat thinkers write an in-class essay response to the following question, “Given the fact that we can now consider our world a ‘global society’ do you think there are any potential pitfalls in this situation? If not, what do you think could be fixed to help improve our global connectivity?” • Resources: Notebooks • http://www.ethnoconnect.com/html/articles_01.html • http://www.un.org/rights/dpi1627e.htm

13. Creative

14. Creative • Learning Activity: A green hat thinker is one who thinks creatively, these types of students focus on possibilities, solutions, alternatives and new ideas. For this activity, I would present the students with a hypothetical situation and then ask them how they would respond to it. The situation I present to them would be “Pretend you are a the President of the United States and news just broke out of a newly discovered country in the middle of the Ocean that has a sizable population but hasn’t been connected to the outside world. What would you try to learn from these people? What would you try to teach them?” This question and response activity would allow these students to think creatively (they would be able to “create” the culture of these people) and yet they would also be learning the ideas of what creates a culture and how differ from others. • Resources: Whiteboard, notebooks • http://dictionary.reference.com/browse/culture

15. Thinking About Thinking

16. Thinking About Thinking • Learning Activity: A blue hat thinker is one who thinks about processes – these types of thinkers would think about what is the next step, or focus on action plans. In this learning activity, I would have students research and examine a country. Although I have done this lesson for previous thinkers, I would have these students compile the information that they learned and then choose what makes up the most important information. The great thing about this lesson is that there is no right answer; a student who thinks commerce is the most important thing may differ from a student who thinks that the country’s GDP is the most important. This would not only help students learn about other countries, it would help students learn through a process oriented lesson. • Resources: Notebooks, Computers, Textbooks • http://www.cathyduffyreviews.com/history-geography/history-geography-index.htm • https://www.cia.gov/library/publications/the-world-factbook/

17. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Visual Learning, Assessment, and Online Resources: Visual Learning: NOTE: Be sure to include one image that is germane to the focus of your lesson on each of the 6 lesson activity PowerPoint slides. Assessment: 1. Student assessment will take place through the various learning activities that I have established. As each student works through my lessons and activities, I will be able to observe the components which students may be excelling, or underachieving at. In addition, I would be sure to provide the students with an end of section assessment test that would test their knowledge of the material learned in the unit. Online Resources: 1. http://delicious.com/stacks/view/FxGwPR