2010 - 2011 CAPs

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Thematic essays are essays that are part of the New York State Assessment in the Global History and Geography Regents Exam. In general, they are essays that often require the student of Global History to write about a certain topic or theme that cuts across time and culture. Graphic organizers are a pictorial way of constructing knowledge and organizing information. They help the student convert and compress a lot of seemingly disjointed information into a structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner. The process of converting mass information and ideas into a graphic map gives the student an increased understanding and insight into the topic at hand. While creating a map, the student must also prioritize the information, determining which parts of the material are the most important and should be focused upon, and where each item should be placed in the map. The creation of graphic organizers also helps the student generate ideas as they develop and note their thoughts visually. The possibilities associated with a topic become clearer as the student's ideas are classified visually. The following graphic organizers coincide with thematic essays adapted from Global History and Geography Regents exams over the course of several years.
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Visual thinking can be expressed in many ways. Graphic organizers are one way for visual thinkers to arrange their ideas. These tools can be very helpful because they allow students to practice editing and organizing their ideas before writing a thematic essay. Graphic organizers encourage students to concentrate on key terms and focus on the connections between these terms. Organizers are also a worthy tool to review concepts and allow students to demonstrate their understanding. Students can easily make changes and examine multiple perspectives. In essence these organizers will help students to achieve clarity of thinking. Lastly, these organizers benefit students by helping them to develop the big picture of a topic and develop these ideas into a thesis statement. This CAP aims to create graphic organizers for the 9th grade curriculum and provide corresponding thematic essay topics.
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Gr. 9 Interactive Lessons for Global History 2010-2011

by Sue Costagliola East Meadow School District

Interactive Lessons for Global History was created to aid ninth grade students learn Global History. This CAP is designed to help students meet the aim of the Global History learning standard that requires students to use a variety of intellectual skills to demonstrate the understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
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Gr. 10 Foundations of Law 2010-2011

by Sue Costagliola East Meadow School District

Foundations of Law is the second course in the Law sequence being offered in the East Meadow School District. This project creates an updated scope and sequence for the first half of the year-long course, blending a modern day focus for the class on current trial procedures and mock trials, as well as a historical view of the development / nature of law in countries / regions outside the United States. The scope and sequence includes essential questions to guide educators as they continue to present material that is both engaging and relevant to students’ lives. Activities and projects are provided that allow for student-centered learning experiences that enhance both the students’ knowledge of law and the skills needed for future success in college and careers.
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Grade 9- Global Vocabulary Flip Book- 2011

by Sue Costagliola East Meadow School District

The Ninth Grade Vocabulary Flip Book CAP is a series of templates that have been inspired by the Judy Dodge conference. For each unit, there are three flip book templates. Level 1 will be utilized by inclusion and ESL classes. In this level there will be a place for information, vocabulary words to be defined and an open area for students to create an image. This level will be for students who have difficulty with reading and writing. Regents skills classes will utilize Level 2. Here students will encounter vocabulary words to be defined and cloze notes that can be completed by utilizing the student’s classroom notes. In addition, there will be an open area for students to create an image. In Level 3, regents and honors classes will utilize the flip book template in order to independently focus on vocabulary to be defined, and create an image that relates to each vocabulary word. These then can be used to reinforce content for each of the thirteen units that are studied throughout the year. These flip books can be differentiated for instruction on all levels.
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