Day+1+Activities

//(60 Minute Block)//** Lesson Objective: Students will be able to. . . *** define freedom in their own words. * define key terms and individuals associated with the Temperance Movement. === ** Do Now: ** === Question: **What does freedom mean to you?****__THINK/WRITE/PAIR/SHARE__**1. Write down your answer to the question.2. Share your response with a partner3. Revise if necessaryActivity 1 Question: **What does freedom mean in this song?=== 1. Listen to the first 30 seconds from the following song written by Kris Kristofferson and recorded by Janis Joplinmedia type="file" key="Me And Bobby McGee by Janis Joplin.flv" width="360" height="270"**


 * http://www.youtube.com/watch?v=AEBTamMrYbw**


 * 2. Read the lyrics below:**


 * "Me and Bobby McGee**


 * Busted flat in Baton Rouge, waiting for a train **
 * And I's feeling nearly as faded as my jeans. **
 * Bobby thumbed a diesel down just before it rained, **
 * It rode us all the way to New Orleans. **


 * I pulled my harpoon out of my dirty red bandanna, **
 * I was playing soft while Bobby sang the blues. **
 * Windshield wipers slapping time, I was holding Bobby's hand in mine, **
 * We sang every song that driver knew. **


 * Freedom is just another word for nothing left to lose, **
 * Nothing don't mean nothing honey if it ain't free, now now. **
 * And feeling good was easy, Lord, when he sang the blues, **
 * You know feeling good was good enough for me, **
 * Good enough for me and my Bobby McGee. **


 * From the Kentucky coal mines to the California sun, **
 * Hey, Bobby shared the secrets of my soul. **
 * Through all kinds of weather, through everything that we done, **
 * Hey Bobby baby kept me from the cold. **


 * One day up near Salinas, Lord, I let him slip away, **
 * He's looking for that home and I hope he finds it, **
 * But I'd trade all of my tomorrows for one single yesterday **
 * To be holding Bobby's body next to mine. **


 * Freedom is just another word for nothing left to lose, **
 * Nothing, that's all that Bobby left me, yeah, **
 * But feeling good was easy, Lord, when he sang the blues, **
 * Hey, feeling good was good enough for me, hmm hmm, **
 * Good enough for me and my Bobby McGee. . . **


 * 3.** Think/Write: **Analyze the line in red What does it mean? Do you agree or disagree.**
 * 4.** Pair/Share **your response with a partner.**
 * 5. Share your responses with the class.**
 * 6.** Revise** your work in red.

__ Activity 2 __
Open the Frayer Model strategy document and review the example.

1. Open the document below
 * [[image:Frayer_Model_Freedom.JPG]] ||

2, Use the link below to look up the definition of freedom: [|Online Dictionary] 3. **Think/Write:** Complete the Frayer Model template by writing or illustrating your responses. 4. **Pair/Share** your response with a partner -- //**How does the definition of freedom compare to your previous work?**// 5. **Share** your responses with the class. 6. **Revise** your work in red.

__ Activity 3: __


1. View the above illustration online to enlarge and see details: [|The Victim of Ardent Spirits]

2. In groups of **3**, answer the following questions using evidence from the illustration: The group must reach consensus. Individual roles - facilitator (keeps group on task), recorder (writes responses in a word document), and reporter (presents outcomes).
 * What is happening in the illustration?
 * Based on the illustration, what do you think ardent spirits are?
 * What is the artist's point of view?
 * How does this illustration depict (show) freedom?

3. Each group will report their outcomes to the entire class and groups will be graded on their responses. 4. Whole class discussion on analysis of illustration. 5. Groups will **revise** responses in red and submit their word document.

**__Closing Activity__** Open a word document. In paragraph from, answer the following question with evidence from today's work:


 * //Based on today's activities how has your previous definition of freedom changed?//**

__Homework__
Complete the following graphic organizer containing key terms and key people to prepare for this unit, **Temperance Then and Now.** Use your textbook and the pdf document below.