Concept Mapping Strategy: Concept Mapping Content: World History Title: “ Nationalism” Time Required: 30 Minutes Target Audience: High school students Goal of Activity: Students will produce a concept map that identifies the attributes nonatttributes of nationalism. Purpose of the script: Demonstrate the use of concept mapping. Learning Outcome(s), Gagne’s Taxonomy: Intellectual Skill (Defined Concept) Learning Outcome(s), Bloom’s Taxonomy: Knowledge (Comprehension) Learner Characteristics: High school students in an 11th grade history class. Entry Skills: none Setting; Classroom Media: chalkboard Process: The instructor will begin the mapping exercise on the chalkboard by writing “Nationalism” in the center of the board and completing it with a circle using the dry erase marker. In two separate directions from the middle circle. The instructor draws two lines and circles each of these two topics: Attributes, Nonattributes. The instructor guides the discussion by asking students “ What are some examples of nationalism ?” The students response will be written on the board next to its appropriate topic. The instructor ask the students the following questions and writes their responses next to the appropriate topic.Can nationalism be found in the military? What is the relationship between nationalism and the government? How does nationalism affect the citizens of a country? Strategy Assessment: Students are to create their own concept map that expounds on the previous information learned in their original concept map. Author: The Leopards: Darryl Hollins, Scotia Thornton, Stephanie Harrison, William Beam References: West, C.K., Farmer, J.A., & Wolff, P.M. (1991). Instructional Design: Implications from Cognitive Science, Boston: Allyn and
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