Little Red Riding Hood

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=56 BGCOLOR="#003333" TEXT="#F7F7FF" bgproperties="fixed" background="011a0a03.jpg"> <div> Little Red Riding Hood</div> <div> </div> </td> </tr><tr> <td valign="top" width=135 BGCOLOR="#003333" TEXT="#F7F7FF" bgproperties="fixed" background="21fa0c01dduajq.jpg"> <div> <A HREF="index.htm" TARGET="_top" TITLE="Educators Science and Math Institute Ser"><U><B>Educators' Science and Math Institute Series</B></U></A></div> <bR> <div> <A HREF="id2.htm" TARGET="_top" TITLE="About the Series"><U><B>About the Series</B></U></A></div> <div> <A HREF="id117.htm" TARGET="_top" TITLE="Goals"><U><B>Goals</B></U></A></div> <div> <A HREF="id3.htm" TARGET="_top" TITLE="Institutes"><U><B>Institutes</B></U></A></div> <div> <A HREF="lesson_plans_prepared_by_esmis_participants_.htm" TARGET="_top" TITLE="Lesson Plans"><U><B>Lesson Plans</B></U></A></div> <div> <A HREF="id53.htm" TARGET="_top" TITLE="Links"><U><B>Links</B></U></A></div> <div> <A HREF="id138.htm" TARGET="_top" TITLE="Photo Albums"><U><B>Photo Albums</B></U></A></div> <bR> <div> <A HREF="http://www.ed.mtu.edu/search.htm" TARGET="_top" TITLE="http://www.ed.mtu.edu/search.htm"><U><B>Search</B></U></A><A HREF="http://www.ed.mtu.edu/search.htm" TARGET="_top" TITLE="http://www.ed.mtu.edu/search.htm"><U><B> ESMIS</B></U></A></div> <bR> </td> <td valign="top" height=424 BGCOLOR="#EEEEEE" TEXT="#080000"> <div> <B>Submitted by:</B> Matt Friedrick</div> <bR> <div> <B>Subject and Grade Level:</B></div> <div> 11-12 ---“Conservation Ethics” or “History of Conservation”</div> <bR> <div> <B>Creative Descriptive Title:</B></div> <div> What did Little Red Riding Hood teach you?</div> <bR> <div> <B>Purpose (why you are teaching this particular unit):</B></div> <div> To show the influence of myths on cultural perceptions.</div> <bR> <div> <B>Overview of Content:</B></div> <div> This lesson analyzes several cultural myths, analyzes how these myths may affect their audience, and how they reflect the cultural sentiments of the particular region and time period.</div> <bR> <div> <B>Estimated Time Commitment:</B></div> <div> 1 week -45 min. classes</div> <div> <B>Learner Expectations (Desired Results):</B></div> <div> Essential questions:</div> <div> -How do myths contribute to positive or negative sentiments toward wolves?</div> <div> -How do these sentiments influence efforts for the conservation or deprecation of wolves?</div> <div> -What are some of ways of quantifiably measuring how culture ideologies have affected population/habitat depletion for wolves?</div> <bR> <div> <B>Activities and Procedures:</B></div> <div>    Compare the attitudes toward wolves in Little Red Riding Hood and The Bible as opposed to Native American wolf myths or various turn of the century works like Call of the Wild or Never Cry Wolf. </div> <div>    Analyze population studies and compare these studies with dominant cultural perceptions. Compare these studies with similar studies across recent history.  Notice trends between ethnic areas and dominant ideologies.</div> <bR> <div> <B>Resources/Materials:</B></div> <div> -Population maps</div> <div> -Books displaying various cultural attitudes toward wolves</div> <bR> <div> <B>Closure-Tying it all together with real-world application:</B></div> <div> Make hypotheses for the future of wolves based on the current trends/ideologies in conservation. Analyze excerpts from current authors' works.</div> <bR> <div> <B>Performance Assessment Strategies:</B></div> <div> Students will start the week with cumulative literary criticism of the excerpts of certain works. They will compare literature to social trends and attitudes about conservation and about wolves. They will make hypotheses about how changes of perception will influence wolf populations.</div> <bR> <div> <B>Standards/Benchmarks Addressed:</B></div> <div> - understanding interconnectedness of elements in a system</div> <div> - reading with an understanding of cultural attitudes and belief</div> </td> </tr></table></body>