Le but de l'exercice est de s’instruire sur les droits humains fondamentaux en en discutant délibérément dans un groupe. Étape 1 : Lisez le Pacte international relatif aux droits civils et politiques (disponible sur le site Web des Nations unies à l'adresse http://www.un.org/fr/documents/udhr/) et faites des notes sur les points les plus intéressants et les plus pertinents. Étape 2 : Répartissez-vous en deux mouvements opposés (droite - gauche, riche - pauvre, hommes - femmes, etc.) et présentez rapidement les points sur lesquels votre mouvement se concentrera et vos arguments pour les appuyer. Étape 3 : Écoutez-vous les uns les autres, admettez vos différences et recherchez des points communs, des points sur lesquels vous pouvez vous entendre et vous aligner. Étape 4 : Rédigez et affichez un manifeste commun décrivant les droits humains fondamentaux que votre groupe soutient tous. Étape 5 : Faites-en le tour du groupe et discutez des points ou des détails sur lesquels vous pourriez vous améliorer. Étape 6 : Donnez à chacun la liberté de poursuivre la discussion tout en maintenant le manifeste initial pour élargir ou affiner l'accord. Étape 7 : Après avoir examiné des points supplémentaires et pris en compte vos observations, terminez la discussion et figurez votre manifeste final en fonction de vos arguments et de vos négociations. Étape 8 : Tracez ensuite les étapes que vous allez prendre pour assurer la mise en œuvre de votre manifeste.

Subject: Scales Age: 8 - 12 Time: 45 minutes Objective: At the end of the lesson, the students will be able to play the A Major scale from memory. Materials Needed: - Piano - Music paper - Pencil - Metronome Lesson Plan: 1. Warm-up (5 minutes): Have the student play a C major scale on the piano. Ask questions about the notes of the scale (i.e. What's the 4th note of the scale?). 2. Introduction (10 minutes): Introduce the concept of scales and how they are used in music. Explain the concept of tonal centers and the role that scales play in creating melodies. 3. Scales Practice (20 minutes): Have the student practice playing the A Major scale on the piano. As they play, emphasize proper technique and hand positions. Have them play at different speeds and in different octaves. 4. Performance (5 minutes): Ask the student to perform the A Major scale from memory. If they are successful, move on to a different scale. 5. Listening (5 minutes): Have the student listen to a recording of a song that utilizes the A Major scale. Ask them questions about the song (i.e. What notes are played in the song?). 6. Review (5 minutes): Summarize the lesson and ask the student to explain what they have learned.

The history of school leaving exams in the United States is closely linked to the rise of compulsory public education in the 19th century. During the colonial era, education was largely the responsibility of parents and churches, and there was no mechanism for assessing learning beyond private tutors. As public education began to take hold in the early to mid-1800s, school districts implemented tests to measure students’ learning and progress. These early tests were often strongly focused on memorization, rather than the deeper understanding of concepts. The first true standardized school leaving exam was created in 1901. Known as the Stanford Achievement Test, it was designed to measure student achievement using a common set of questions and assessments. This and other standardized tests were used – but often with limited success – in some school systems as a way of assessing students’ academic performance and achievement. State-wide leaving exams also began to emerge in the early 1900s. The first of these was the Michigan Merit Exam (MME), which was developed in 1948 to replace the state’s previous leaving assessment. Since then, states have rolled out their own versions of the leaving test, typically the high school exit exam. Most of these tests measure math and language arts skills. Today, many states still require students to take a high school leaving exam before they can graduate. Criticism of these tests has grown over the years as some feel they place undue pressure on students whose academic performance may not be accurately measured by a single test. At the same time, leaving exams remain an important tool for states to measure educational success and accountability.

Introduction: Today we’re going to be learning about the history of the United States – specifically, about proper nouns related to that history. Proper nouns are words that start with capital letters and are specific to a person, place, or thing. You can think of them as the names of people, places, and things – for example, John, Washington D.C., and the Statue of Liberty. Lesson Outline: -What are proper nouns? -Identifying proper nouns related to US history -Discussion of famous people, places, and things (from worksheet and video) Questions: -What is a proper noun? -What are some examples of proper nouns related to US history? -Who is the first US president? -Where is the US capital? -What landmark is famous in New York City? Assessment: Worksheet – Students will work with partners to complete a worksheet that identifies proper nouns related to US history. Differentiation: Teacher-generated – For those who need additional assistance or guidance, the teacher will generate a worksheet with ideas and hints for proper nouns. For those needing more challenge, teacher will provide extension questions and activities. Plenary: -Review key points about proper nouns -Reflection on the important people, places, and things in US history Resources: Videos: -Who was the First US President? https://www.youtube.com/watch?v=1GHDtI-AG2Q -Where is the US Capital? https://www.youtube.com/watch?v=mmhduquGdBI -What Landmark is Famous in New York City? https://www.youtube.com/watch?v=6U_3qUiHQ6U Worksheet: -Proper Nouns in US History https://study.com/academy/worksheet/proper-nouns-in-us-history.html

Learning Intention: Understand the fundamentals of how words related to USA history are formed Lesson: 1. Begin the lesson by introducing the topic of word formation as it relates to USA history. Explain that different words related to USA history can have different origins and come from different languages. 2. Ask the students to brainstorm a list of words related to USA history, such as freedom, independence, democracy, etc. Once the list is created, have the students think about why those words are related to USA history. 3. Lead a discussion about the different origins of words related to USA history. Discuss how words from other languages, such as Latin and Greek, can have their roots in the USA. 4. Give the students an example of how a word can be formed by combining two words or by changing the spelling. For example, independence is formed by combining the prefix in- and the noun dependence. 5. For the next part of the lesson, give the students a list of words related to USA history and ask them to create new words by combining two words, changing the spelling, or breaking the word into two parts. 6. For the conclusion of the lesson, have the students identify 2-3 key points they learned about word formation and how it relates to USA history.

1. Reconstruction 2. Imperialism 3. Industrialization 4. Suffrage 5. Disenfranchisement 6. Patriotism 7. Nativism 8. Populism 9. Progressivism 10. Racism 11. Segregation 12. Expansionism 13. Immigration 14. Protest 15. Jim Crow

U.S. history is the history of the United States of America, beginning with the first European settlements in North America in the 16th century. This history spans the early colonies under British rule and the period of independence in the late 18th century and early 19th century, when the Constitution was adopted, right up to the present day. The history of the United States includes dramatic moments of change and growth, conflict, and economic and social development. Major topics of U.S. history include the Revolutionary War, the Civil War, Reconstruction, the Great Migration, the industrial revolution, the Great Depression, World War II and the Cold War, the Civil Rights movement, and the development of modern technology.

1. In Agrabah, a merchant has 6 bags of apples and 4 bags of oranges. How many bags of fruit does he have altogether? 2. Aladdin gave Jasmine 10 jewels from the Cave of Wonders. He took 5 jewels home for his mom. How many jewels does Aladdin still have? 3. Abu the monkey used Genie’s magic to become bigger and heavier. He’s now 6kg. Before his adventure he weighed 4kg. How much did Abu gain in weight? 4. Genie gave Jasmine three wishes and then granted her two moremaking it a total of five. How many wishes did Genie give Jasmine? 5. Jafar gave Aladdin a bag of coins with 7 pieces. He used 3 coins to buy an ice cream and then gave the rest to his friend. How many coins did Aladdin have left to give his friend? 6. Rajah the tiger is 8 years old. If he was 3 years old when Aladdin found him, how many years has he been with him? 7. Jasmine has 9 carpets in her palace. Rajah has 5 carpets. How many carpets do Jasmine and Rajah have together? 8. Alibaba has 4 lamps and Jafar has 3. How many lamps do they have in total? 9. Genie has travelled for 880 years, and he will stay in Agrabah for 10 years. How long has Genie been travelling in total? 10. Aladdin has 64 rubies from the Cave of Wonders. He gives Jasmine half and then he keeps half of the remainder. How many rubies does Aladdin have in the end?

Mental Starter: Present the children with a shape and have them guess which shape it is and have them share what they know about the shape. Lesson Outline: Identify a range of 2D and 3D shapes Name shapes and describe their key properties Recognise and identify symmetry Introduce nets of 3D shapes Explore and compare properties of shapes Play Ideas: • Create a Shape game - Write down different shapes and give each group a bag of dyed rice. Have them fill the grid with the rice according to the shapes given. • Go on a Shape Hunt - Ask the children to look around the classroom and identify all of the shapes they can find and how many of the same shapes they can find. • Roll the dice - Give the children two different dice with different shapes and they have to roll them and match the 2D shapes with the 3D ones. Questioning: • What shape is this? • How many corners does this 3D shape have? • What is the name of this shape? • How does this shape differ from the other shape? • Can you create a net of the 3D shape? Assessment: The assessment should be formative throughout the lesson. The teacher can assess the students' understanding of the material by observing their engagement with the activities and piece of work. Asking questions throughout the lesson can also help assess their understanding. Differentiation: • Give the students activities at their respective levels. • Allow students to work in flexible groupings to suit readiness levels. • Provide additional support as necessary. Plenary: For the plenary, the children can draw a self-portrait in which they use a combination of shapes. They can then explain how they used the shapes and how they created their self-portrait. Resources: Videos: • Shapes Song https://www.youtube.com/watch?v=834CgAiOROU • 3D Shapes https://www.youtube.com/watch?v=etIG4zi4ut8 Worksheets: • 2D and 3D shapes worksheets https://www.twinkl.co.uk/resources/maths-spag-assessment-shape-space-measures-2d-3d-shapes/maths-spag-assessment-shape-space-measures-2d-3d-shapes • Symmetry worksheets https://www.twinkl.co.uk/resources/maths-spag-assessment-shape-space-measures-2d-3d-shapes/maths-spag-assessment-symmetry

Retrieval 1. How old is Albert's father in Chapter 1? 2. What does Mr. Peterson tell Albert to do in Chapter 3? 3. What job did Mrs. Hawking have before she retired? Inference 4. How did Albert feel when he heard the news of Mrs. Hawking's death? 5. What type of person might Albert be described as based off of his meeting with Mr. Peterson in Chapter 2? 6. What might Mrs. Hawking be indicating with the phrase "traveling through time can have its consequences"? Prediction 7. What do you think will happen if Albert disobeys Mr. Peterson's instructions? 8. How do you think Albert will cope with the challenge of arriving in the past? 9. What do you think will be the result of Albert using the time machine? Summarizing 10. Describe Albert's early meeting with Mr. Peterson. 11. Summarize how Mrs. Hawking explains the time machine's mechanics to Albert. 12. Describe the experience of the time machine for Albert in Chapter 3. 13. Explain why Mr. Peterson wants Albert to travel back in time. 14. Describe the conversation between Mrs. Hawking and Albert in Chapter 1. 15. Summarize how Albert adjusts to the idea of time travel in the first three chapters.