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Running Head: SOCIAL STUDIES LESSON PLAN PROJECT
Social Studies Lesson Plan Project
Timothy Higgins
Marist College
Author Note:
Prepared for MEDU520 Social Studies Methods
Professor Pinna
December 16, 2014
SOCIAL STUDIES LESSON PLAN PROJECT
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Contents:
I. Context for learning
II. Lesson plans (5)
III. Instruction commentary
SOCIAL STUDIES LESSON PLAN PROJECT
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I. Context for Learning
About the School
1. In what type of school do you teach?
Roy C. Ketcham Senior High School is a public high school of the Wappingers Central School
District located in Wappingers Falls, NY. It has 1,937 students in grades 9th through 12th. Roy C
Ketcham Senior High School is the 69th largest public high school in New York and the 944th
largest nationally. It has a student teacher ratio of 15.6 to 1.
Total Students: 1,937
Pupil/Teacher Ratio: 15.6:1
Full Time Teachers: 124.52
NOTE: In the classes I observed, this ratio was much higher.
Urban: [ ] Suburban: [X ] Rural: [ ]
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
The class treated in this discussion is a required class made up of students in the general
education population. It is a diverse class, reflecting the proportions of the ethic school
population. Students display a variety of motivation and intelligence profiles. Because of the
tendency to become disengaged, the class would aim to promote active learning activities
that supports social construction of knowledge.
3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
All students take the NYS U.S. History and Government Regents examination in June. The
Regents exam is also the final exam for the course and counts as 20% of the final course
average. Students must pass this course and the U.S. History and Government Regents exam
in order to graduate.
The population of this school is quite diverse, both ethnically and socioeconomically. The
ethnic mix of the student body is as follows:
Male 42%, Female 52%
White = 71%
Hispanic = 14.4%
Black = 8.8%
Asian/Pacific Islander/other = 5.8%
The Wappingers Central School District spends approx. $13K per pupil in current expenditures.
The students attending this high school are of mixed socioeconomic status with 14.2% of
students eligible for free or reduced price lunch programs.
SOCIAL STUDIES LESSON PLAN PROJECT
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About the Class Featured in This Assessment
1. What is the name of this course? U.S. History 11th
grade Regents
2. What is the length of the course? [ ]
One semester: [ ] One year: [ X ] Other (please describe): [ ]
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
Approximately 43 minutes every day.
4. Is there any ability grouping or tracking in history/social studies? If so, please describe how it affects your class.
There is a focused effort on the part of the teacher to differentiate instruction along the lines
of differing intelligences. The class is contains much intrapersonal dynamics and sociability.
Lessons contain activities that are cooperative and collaborative to leverage this strength.
5. Identify any textbook or instructional program you primarily use for history/social studies instruction. If a textbook, please provide the title, publisher, and date of publication.
America, Pathways to Present (Prentice Hall, 2000), Other instructional materials and primary
documents as needed.
6. List other resources (e.g., electronic whiteboard, resource library in classroom, online resources) you use for history/social studies instruction in this class.
Smartboard, Google class is being rolled out as a repository for assignments and resources.
About the Students in the Class Featured in This Assessment
1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
11th
2. Number of
students in the class approx. 15-20
males [ 50% ] females [ 50% ]
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3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).
Students with Specific Learning Needs1
IEP/504 Plans: Classifications/Needs
Number of Students
Supports, Accommodations, Modifications, Pertinent IEP Goals
IEP 1 (example) ASD, Behavioral supports include
modeling SODA strategy to increase
positive social interactions.
504 1 (example) Vision poor and legally documented.
Needs to be upfront and be provided with
larger print test.
Other Learning Needs Number of Students
Supports, Accommodations, Modifications
Example: ELLs 2 (example) Graphic organizers, QtA strategy, buddy
system, vocab sheet/word wall.
1 Data was not available and has been estimated and populated for illustrative purposes.
SOCIAL STUDIES LESSON PLAN PROJECT
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II. Lesson plans (5)
Lesson Plan: 1
Lesson Title
Introduction to Africa and the Americas (A.D.300 to A.D.1590) and the Basics of Islam
Basic Information
Grade Level 10
Subject Social Studies Global
Unit The Middle Ages
Textbook title World History (2001) by King & Lewinsky
Chapter 11
Central focus Students will identify, discuss, and compare
the activities and trends in different parts of the
world during the Middle Ages.
Background knowledge, skills, previous content required
Map reading and geography skills, exposure to other cultures and religious systems.
Lesson Objectives and Goals
Learning
Objectives
1. Students will utilize maps and technology to
place civilizations in the right context of time and
place.
2. Students will understand the origins and
development of Islam as one of the great religions
of the world.
3. Students will discuss the five basic duties each
Muslim must accept.
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New York State Standard Alignment
Standard
Reference
Description
NYS Common
Core Standards
for History
(Grades 9-10)
Reading
Standards
1,2,&4
Writing
standards
4&9
• Cite specific textual evidence to support analysis
of primary and secondary sources, attending
to such features as the date and origin of the
information.
• Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of how key events or ideas develop over
the course of the text.
• Determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social studies.
• Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
• Draw evidence from informational texts to support
analysis, reflection, and research.
NYS Social
Studies
Commencement
Learning
Standards
Standard 2
Key Idea 1
Performance
Indicator
2,3,&4
Standard 3
Key Idea 1
Performance
Indicators
1,4,5,&6
Students will use a variety of intellectual skills to demonstrate their 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.
The study of world history requires an understanding of world cultures and
civilizations, including an analysis of important ideas, social and cultural values,
beliefs, and traditions. This study also examines the human condition and the
connections and interactions of people across time and space, and the ways
different people view the same event or issue
from a variety of perspectives.
• Understand the development and connectedness of Western civilization and other
civilizations and cultures in many areas of the world and over time.
• Analyze historic events from around the world by examining accounts written
from different perspectives.
• Understand the broad patterns, relationships, and interactions of cultures and
civilizations during particular eras and across eras.
Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we
live—local, national, and global—including the distribution of people, places,
and environments over the Earth’s surface.
Geography can be divided into six essential elements which can be used to analyze
important historic, geographic, economic, and environmental questions and issues.
These six elements include: the world in spatial terms, places and regions, physical
settings (including natural resources), human systems, environment and society,
and the use of geography.
• understand how to develop and use maps and other graphic representations to
display geographic issues, problems, and questions.
• understand the development and interactions of social/cultural, political,
economic, and religious systems in different regions of the world.
• analyze how the forces of cooperation and conflict among people influence the
division and control of the Earth’s surface.
• explain how technological change affects people, places,
and regions.
SOCIAL STUDIES LESSON PLAN PROJECT
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Technology Map program or projector, internet
access for video clip
Graphic Organizer Inquiry chart for jigsaw
Handouts Travel maps (4), time travel itinerary,
source documentation
Vocabulary support Parking lot
Other
Process and Procedures
A listing of steps to take in performing the lesson. This listing will include:
The energizing introduction to pique interest (the “hook”)
Write on board:
Assalaam Alaikuum (AAS A LAM A LAKE UM)
(Translation: Hello, or as we say in the Muslim world, Peace be with you).
Students will be taking a time travel trip as anthropologists and archaeologists.
There is an itinerary, tickets, and activities to be performed on this trip. This is
STOP 1.
Teacher WILL DO:
o Start with a DO NOW.
o Hand out POST-IT NOTES.
List two things you know about the Islamic religion. (activation of prior knowledge,
assessment)
o Students to post on whiteboard.
o EXPLAIN vocabulary parking lot. Students will look up words and meaning for
homework and report to class.
o Introduce next five lessons by discussing the time travel trip and the stops that will occur
in subsequent lesson plans. Use power point slide(s) for outline. Lesson 1 slides.pptx
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o Trace journey on map #1 from packet, and modeling changes in color for different legs of
journey.
Large Maps.pdf
o Briefly pause at each “stop” and explain the activities. Survey class for understanding.
o Now launch into specific lesson on Islam. Take out graphic organizer 1 from travel
packet. This stop includes.
o Muhammad/Islam (5-10 minute video)
LINK: http://youtu.be/yX3UHNhQ1Zk?t=3m55s
STOP AT approx. 8 min.
o Exercise with sources: each team gets excerpt to piece together overview of
Islam. See Jigsaw process below.
Excerpts:
Lesson 1 Handout.docx
Graphic Organizer(s):
jigsaw 3.doc
Jigsaw process:
1. Divide the day's lesson into 3 segments. (Assign each student to learn one segment,
making sure students have direct access only to their own segment.
Segment 1: Muhammad
Segment 2: Five Pillars
Segment 3: Koran
2. Give students time to read over their segment at least twice and become familiar with it.
There is no need for them to memorize it.
jigsaw 1.docjigsaw 2.doc
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3. Form temporary "expert groups" by having one student from each jigsaw group join other
students assigned to the same segment. Give students in these expert groups time to
discuss the main points of their segment and to rehearse the presentations they will make
to their jigsaw group.
4. Bring the students back into their jigsaw groups.
5. Ask each student to present her or his segment to the group. Encourage others in the
group to ask questions for clarification.
6. Float from group to group, observing the process. If any group is having trouble (e.g., a
member is dominating or disruptive), make an appropriate intervention.
Students WILL DO:
Trace the journey on their maps.
Work with jigsaw group and become expert in one area. Compile information in graphic
organizer.
Cooperatively work to complete jigsaw exercise.
Fill out exit slip.
Closure Activity
Exit Slip (5 minutes) –“321” exit slip
321 exit slip.pdf
Hand out before period ends 5-10 minutes. (immediate feedback to determine if lesson
was effective). Also, provides a metacognition opportunity for students.
Homework/Formative Assessment/ Project based
Homework is listed on board:
Homework in journal: Can you think of similarities/differences with other religions? Name two
religions and give 3 similarities with Islam. To be discussed in class on the following day.
Journal essay is in essay format.
Modifications
Teams will be given the option of illustrating their jigsaw piece.
SOCIAL STUDIES LESSON PLAN PROJECT
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Lesson Plan: 2
Lesson Title
Islamic Civilization and the Contributions of Arabs to Mathematics, Science, and
Literature
Basic Information
Grade Level 10
Subject Social Studies Global
Unit The Middle Ages
Textbook title World History (2001) by King & Lewinsky
Chapter 11
Central focus Students will identify the activities and trends
in different parts of the world during the
Middle Ages.
Background knowledge, skills, previous content required
Exposure to other cultures, astronomy, and literature.
Lesson Objectives and Goals
Learning
Objectives
1. Students will identify the contributions that
Arabs have made in Mathematics, science, and
literature.
2. Students will discuss the spread of Islam and
recognize Islamic art.
SOCIAL STUDIES LESSON PLAN PROJECT
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New York State Standard Alignment
Standard
Reference
Description
NYS Common
Core Standards
for History
(Grades 9-10)
Reading
Standards
1,2,&4
Writing
standards
7&9
• Cite specific textual evidence to support analysis
of primary and secondary sources, attending
to such features as the date and origin of the
information.
• Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of how key events or ideas develop over
the course of the text.
• Determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social studies.
• Conduct short as well as more sustained research to answer a question.
• Draw evidence from informational texts to support
analysis, reflection, and research.
NYS Social
Studies
Commencement
Learning
Standards
Standard 2
Key Idea 1
Performance
Indicator
2,3,&4
Key Idea 3
Performance
Indicator 1
Standard 3
Key Idea 1
Students will use a variety of intellectual skills to demonstrate their 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.
The study of world history requires an understanding of world cultures and
civilizations, including an analysis of important ideas, social and cultural values,
beliefs, and traditions. This study also examines the human condition and the
connections and interactions of people across time and space, and the ways
different people view the same event or issue
from a variety of perspectives.
• Understand the development and connectedness of Western civilization and other
civilizations and cultures in many areas of the world and over time.
• Analyze historic events from around the world by examining accounts written
from different perspectives.
• Understand the broad patterns, relationships, and interactions of cultures and
civilizations during particular eras and across eras.
Study of the major social, political, cultural, and religious developments in world
history involves learning about the important roles and contributions of individuals
and groups.
• analyze the roles and contributions of individuals and
groups to social, political, economic, cultural, and
religious practices and activities
Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we
live—local, national, and global—including the distribution of people, places,
and environments over the Earth’s surface.
Geography can be divided into six essential elements which can be used to analyze
important historic, geographic, economic, and environmental questions and issues.
These six elements include: the world in spatial terms, places and regions, physical
settings (including natural resources), human systems, environment and society,
SOCIAL STUDIES LESSON PLAN PROJECT
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Performance
Indicators
1,4,5,&6
and the use of geography.
• understand how to develop and use maps and other graphic representations to
display geographic issues, problems, and questions.
• understand the development and interactions of social/cultural, political,
economic, and religious systems in different regions of the world.
• analyze how the forces of cooperation and conflict among people influence the
division and control of the Earth’s surface.
• explain how technological change affects people, places,
and regions.
Technology, Materials, and Handouts
Technology Computers with internet access
Graphic Organizer Columnar for TPS
Handouts Travel map, Informational handouts
Vocabulary support Parking lot
Other Journaling
Process and Procedures
A listing of steps to take in performing the lesson. This listing will include:
Teacher WILL DO:
The energizing introduction to pique interest (the “hook”)
Show and trace the spread of Islam map with students.
Smaller Maps.pdf
Explain Think-Pair-Share group work.
Students view a video of a Islamic inventions and discoveries.
LINK: http://youtu.be/vMDjF64mGLw
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Students Will DO:
Group work: three groups: Think-Pair-Share.
Class question for T-P-S: Look over the pantheon of Muslim scientists and mathematicians. Pick
one and find out more. How is this influence/contribution felt in the modern day? Use the
graphic organizer for your thoughts and information.
Mathematicians and
Muslim scientists and inventors.pdf
columnar graphic organizer.pdf
Scientists
Students will write an observation and reflection in their journals about Islamic art.
Think-Pair-Share
How Does It Work?
1) Think. The teacher provokes students' thinking with a question or prompt or observation. The
students should take a few moments just to THINK about the question.
2) Pair. Using designated partners PAIR up to talk about the answer each came up with.
Students will compare their mental or written notes and identify the answers they think are best,
most convincing, or most unique.
3) Share. After students talk in pairs for a few moments, the teacher calls for pairs to SHARE
their thinking with the rest of the class. This can be done by going around in round-robin fashion
or calling on each pair. Often, these responses will be recorded on the whiteboard.
Why Should I Use Think-Pair-Share?
We know that students learn, in part, by being able to talk about the content. Think-Pair-Share is
helpful because it structures the discussion. Students follow a prescribed process that limits off-
task thinking and off-task behavior, and accountability is built in because each must report to a
partner, and then partners must report to the class.
SOCIAL STUDIES LESSON PLAN PROJECT
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Closure Activity
This is an extended closing activity (15 minutes). Students are to view a piece of Islamic art and
then listen to the reading. In their journals, students will make observations and reflect on these
examples of Islamic art.
The Rubaiyat.pdf
Homework/Formative Assessment/ Project based
Finish journal entry and find additional example of Islamic art.
Modifications
Music could be used as an art form.
SOCIAL STUDIES LESSON PLAN PROJECT
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Lesson Plan: 3
Lesson Title
Comparison of West African Civilizations during the Middle Ages
Basic Information
Grade Level 10
Subject Social Studies Global
Unit The Middle Ages
Textbook title World History (2001) by King & Lewinsky
Chapter 11
Central focus Students will identify the activities and trends
in different parts of the world during the
Middle Ages.
Background knowledge, skills, previous content required
Exposure to other cultures, map reading, military power
Lesson Objectives and Goals
Learning
Objectives
1. Students will compare the West African
civilizations of Ghana, Mali, and Songhai.
2. Students will examine West African maps to gain
an understanding of how environments impact
peoples.
SOCIAL STUDIES LESSON PLAN PROJECT
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New York State Standard Alignment
Standard
Reference
Description
NYS Common
Core Standards
for History
(Grades 9-10)
Reading
Standards
2&4
Writing
standards
4, 7,&9
• Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of how key events or ideas develop over
the course of the text.
• Determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social studies.
• Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
• Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
• Draw evidence from informational texts to support
analysis, reflection, and research.
NYS Social
Studies
Commencement
Learning
Standards
Standard 2
Key Idea 3
Performance
Indicator 1
Standard 3
Key Idea 1
Performance
Indicators
1,4,5,&6
Students will use a variety of intellectual skills to demonstrate their 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.
Study of the major social, political, cultural, and religious developments in world
history involves learning about the important roles and contributions of individuals
and groups.
• analyze the roles and contributions of individuals and
groups to social, political, economic, cultural, and
religious practices and activities
Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we
live—local, national, and global—including the distribution of people, places,
and environments over the Earth’s surface.
Geography can be divided into six essential elements which can be used to analyze
important historic, geographic, economic, and environmental questions and issues.
These six elements include: the world in spatial terms, places and regions, physical
settings (including natural resources), human systems, environment and society,
and the use of geography.
• understand how to develop and use maps and other graphic representations to
display geographic issues, problems, and questions.
• understand the development and interactions of social/cultural, political,
economic, and religious systems in different regions of the world.
• analyze how the forces of cooperation and conflict among people influence the
SOCIAL STUDIES LESSON PLAN PROJECT
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division and control of the Earth’s surface.
• explain how technological change affects people, places,
and regions.
Technology, Materials, and Handouts
Technology Computers with internet access
Graphic Organizer Question worksheet (see below)
Handouts Travel map, time travel itinerary
Vocabulary support Parking lot
Other
Process and Procedures
A listing of steps to take in performing the lesson. This listing will include:
The energizing introduction to pique interest (the “hook”)
Stop 3 on trip includes the West African Congress of Kings
Teacher WILL DO:
Trace map #3 with students.
Large Maps.pdf
Students WILL DO:
1. In their study of the ancient West African empires, students will locate the Sahara Desert
and the Niger River, the ancient West African empires of Ghana, Mali, and Songhai, and
capitol cities and strategic trading centers.
SOCIAL STUDIES LESSON PLAN PROJECT
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2. Students will identify two great rulers who shaped the ancient Mali Empire. Refer to page
272-276 of textbook.
Mansa Musa
Sonni Ali
Introductory Activities:
a. Organize the class into groups of 3-4 students
b. Using an overhead or a wall map of Africa, ask students the following questions:
1. Where is Mali? Where is
2. What two physical geographic features might help shape the culture of West
Africa?
3. What does the term land- locked mean? How might this affect the settlement and
economy of a culture?
Developmental Activities:
a. instruct students to use textbook and valid internet sources to complete the map exercise.
Copy and distribute the following map exercise to students
Name__________________________
Mali Then and Now - Empires and Countries
Use the handouts to complete the map exercise and questions.
1. Using the map given:
a. Locate and place the following on your map:
Sahara Desert
Niger River
Mali
Bamako
Timbuktu
Senegal
Gao
Locate the ancient Songhay empire and outline it in red on your map.
Circle the capital city of the Songhay Empire.
Name the two groups of people who formed the Songhay Empire.
SOCIAL STUDIES LESSON PLAN PROJECT
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Locate the boundary of the Empire of Mali 2 and outline it in blue on your
map.
What Kangaban ruler defeated the Susu and founded the empire of Mali?
In what century did the people of Mali convert to Islam?
Underline the two ancient Mali gold trading cities.
Who was the last great ruler of Mali? When did he reign?
Closure Activity
Debrief by having students share their answers to the questions.
Homework/Formative Assessment/ Project based
Look at the National Geographic website. Report to the class one feature you liked.
Modifications
Scaffold maps by placing a few key points on them.
SOCIAL STUDIES LESSON PLAN PROJECT
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Lesson Plan: 4
Lesson Title
The Powerful Mayan, Aztec, and Incan Civilizations of Central and South America
Basic Information
Grade Level 10
Subject Social Studies Global
Unit The Middle Ages
Textbook title World History (2001) by King & Lewinsky
Chapter 11
Central focus Students will identify the activities and trends
in different parts of the world during the
Middle Ages.
Background knowledge, skills, previous content required
Exposure to other cultures, systems, and geography of the Americas.
Lesson Objectives and Goals
Learning
Objectives
1. Students will identify the contributions that the
powerful civilizations of central and South America
made.
2. Students will compare and contrast these
civilizations and theorize about their demise.
SOCIAL STUDIES LESSON PLAN PROJECT
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New York State Standard Alignment
Standard
Reference
Description
NYS Common
Core Standards
for History
(Grades 9-10)
Reading
Standards
4&7
Writing
standards
4&9
• Determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social studies.
• Integrate quantitative or technical analysis (e.g.,
charts, research data) with qualitative analysis in
print or digital text.
• Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
• Draw evidence from informational texts to support
analysis, reflection, and research.
NYS Social
Studies
Commencement
Learning
Standards
Standard 2
Key Idea 1
Performance
Indicator
2 &4
Standard 3
Key Idea 1
Performance
Indicators
1,4,&5
Students will use a variety of intellectual skills to demonstrate their 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.
The study of world history requires an understanding of world cultures and
civilizations, including an analysis of important ideas, social and cultural values,
beliefs, and traditions. This study also examines the human condition and the
connections and interactions of people across time and space, and the ways
different people view the same event or issue
from a variety of perspectives.
• Understand the development and connectedness of Western civilization and other
civilizations and cultures in many areas of the world and over time.
• Understand the broad patterns, relationships, and interactions of cultures and
civilizations during particular eras and across eras.
Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we
live—local, national, and global—including the distribution of people, places,
and environments over the Earth’s surface.
Geography can be divided into six essential elements which can be used to analyze
important historic, geographic, economic, and environmental questions and issues.
These six elements include: the world in spatial terms, places and regions, physical
settings (including natural resources), human systems, environment and society,
and the use of geography.
• understand how to develop and use maps and other graphic representations to
display geographic issues, problems, and questions.
• understand the development and interactions of social/cultural, political,
economic, and religious systems in different regions of the world.
• analyze how the forces of cooperation and conflict among people influence the
division and control of the Earth’s surface.
SOCIAL STUDIES LESSON PLAN PROJECT
23
Technology, Materials, and Handouts
Technology Powerpoint presentation, photos of art
Graphic Organizer 3 ring Venn Diagram
Handouts Travel map, time travel itinerary
Vocabulary support
Other Handouts of glyphs and math systems
Process and Procedures
A listing of steps to take in performing the lesson. This listing will include:
The energizing introduction to pique interest (the “hook”)
Stop 4 of the journey focuses on artifacts/virtual museum from Central and South
America.
Teacher WILL Do:
Explain MAP
Present power point slides. When a slide of art is presented, teacher will MODEL
thought process of examining art and wondering aloud about the particular civilization.
MAPLarge Maps.pdf
Powerpoint presentation focusing on ancient art.
Pre-ColumbianHistory.ppt
SOCIAL STUDIES LESSON PLAN PROJECT
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Students WILL DO:
Trace Map of Ancient American Civilizations.
Compare and contrast Ancient American civilizations.
Create a three circle Venn diagram in which students compare and contrast these three
civilizations using similarities and differences.
Translate hieroglyphics to communicate with your partner.
VENN Diagram that compare/contrast
venn3.pdf
Closure Activity
Students will fill out in the last five minutes of the class period.
closure_frame exit slip.pdf
Homework/Formative Assessment/ Project based
Using the hieroglyphics and symbols from the handout, communicate in symbols something you
did after school. Include a quantification of something by using Mayan and Aztec math.
Students are to begin writing an essay comparing the three ancient cultures using the venn
diagram and notes. Draft due in 2 days.
Modifications
Alternate graphic organizers may be used. ELL may request a “writing buddy” for essay
help. This program would require more reflection on pairings and format.
SOCIAL STUDIES LESSON PLAN PROJECT
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Lesson Plan: 5
Lesson Title
The Middle Ages in Africa and the Americas – Summary and Project-based assignment
Basic Information
Grade Level 10
Subject Social Studies Global
Unit The Middle Ages
Textbook title World History (2001) by King & Lewinsky
Chapter 11
Central focus Students will identify the activities and trends
in different parts of the world during the
Middle Ages.
Background knowledge, skills, previous content required
Previous 4 lessons completed.
Lesson Objectives and Goals
Learning
Objectives
1. Understand and investigate the broad
patterns, relationships, and interactions of
Ancient American, African, and Islamic
cultures and civilizations.
2. Synthesize religious ideas by researching
religious systems.
3. Research various ancient art forms and
assess their cultural impact and
significance.
4. Prepare and plan a tour of ancient lands
by assessing the geography, politics, and
dangers you may encounter.
NOTE: Depending on students choice
of project, only one objective may
apply.
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New York State Standard Alignment
Standard
Reference
Description
NYS Common
Core Standards
for History
(Grades 9-10)
Reading
Standards
1,2,7,& 9
Writing
standards
2,5,6,8,& 9
• Cite specific textual evidence to support analysis
of primary and secondary sources, attending to such features as the date and origin
of the information.
• Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over
the course of the text.
• Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
• Compare and contrast treatments of the same topic in several primary and
secondary sources.
• Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
• Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
• Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
• Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
• Draw evidence from informational texts to support
analysis, reflection, and research.
NYS Social
Studies
Commencement
Learning
Standards
Standard 2
Key Idea 1
Performance
Indicators
2,3,&4
Key Idea 3
Performance
Indicators
1&3
Students will use a variety of intellectual skills to demonstrate their 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.
The study of world history requires an understanding of world cultures and
civilizations, including an analysis of important ideas, social and cultural values,
beliefs, and traditions. This study also examines the human condition and the
connections and interactions of people across time and space, and the ways
different people view the same event or issue
from a variety of perspectives.
• Understand the development and connectedness of Western civilization and other
civilizations and cultures in many areas of the world and over time.
• Analyze historic events from around the world by examining accounts written
from different perspectives.
• Understand the broad patterns, relationships, and interactions of cultures and
civilizations during particular eras and across eras.
Study of the major social, political, cultural, and religious developments in world
history involves learning about the important roles and contributions
of individuals and groups.
• analyze the roles and contributions of individuals and groups to social, political,
economic, cultural, and religious practices and activities
• examine the social/cultural, political, economic, and religious norms and values
of Western and other world cultures.
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Standard 3
Key Idea 1
Performance
Indicators
1,4,5,&6
Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we
live—local, national, and global—including the distribution of people, places,
and environments over the Earth’s surface.
Geography can be divided into six essential elements which can be used to analyze
important historic, geographic, economic, and environmental questions and issues.
These six elements include: the world in spatial terms, places and regions, physical
settings (including natural resources), human systems, environment and society,
and the use of geography.
• understand how to develop and use maps and other graphic representations to
display geographic issues, problems, and questions.
• understand the development and interactions of social/cultural, political,
economic, and religious systems in different regions of the world.
• analyze how the forces of cooperation and conflict among people influence the
division and control of the Earth’s surface.
• explain how technological change affects people, places, and regions.
Technology, Materials, and Handouts
Technology Computer with internet connection for
research
Graphic Organizer See previous 4 lessons
Handouts Project guidelines
Vocabulary support
Other
Process and Procedures
A listing of steps to take in performing the lesson. This listing will include:
Step 5 is the “Assessment Café” where archaeologists hang out to put together their
learnings.
Teacher WILL Do:
Discuss project choices and expectations. Additional requirements sheet and rubric
handed out.
Review of civilizations that focuses on similarities and differences.
SEE MENU BELOW
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Closure Activity
Journal activity: Students will reflect on their choice of project and start a draft project plan.
Homework/Formative Assessment/ Project based
Final assessment takes place at the “Assessment Café” where students choose their assessment
from a menu of choices.
MENU
1. Compare and contrast different ancient civilizations by researching important events and
developments in their respective histories.
2. Prepare a synthesis of religious ideas by tracing the origins of Judaism, Islam, and
Christianity highlighting their similarities and differences.
3. Prepare a trip through ancient America, Africa, or the Middle East by discussing
geographical considerations. Define the purpose of your trip. Be aware of customs, language,
and danger.
4. Consider the various art forms from the civilizations. Prepare a project that surveys the
various art forms from each civilization and discuss their importance (religious, political,
practical). These forms include sculpture, painting, architecture, and literature. Scientific
theories and applications can be included.
Modifications
Modifications of projects will be planned for LD and ELLs. Students have option of working in
groups of two which requires an enhanced project plan with responsibilities listed.
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Instruction Commentary
Lesson number and description: This is the commentary on lesson plan 1 presented on
December 2, 2014. The lesson title is: Introduction to Africa and the Americas (AD300 to
AD1590) and the Basics of Islam. The lesson corresponds to Chapter 11 of the textbook World
History by King and Lewinsky (2001).
Promoting a positive learning environment
How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?
Students were invited to take a journey in a time travel scenario, replete with an itinerary, maps,
and tickets. Though belief needed to be suspended, this imaginative scenario is designed to break
the bond of boredom, to beckon students to think differently about other times and cultures.
Additionally, a “DO-NOW” of post-it notes compiled on the front board enabled students to
demonstrate previous knowledge so that instruction could be differentiated to all knowledge
levels in the classroom. Students were also given the responsibility of choosing groups, showing
respect for their choices and judgment. Also, materials were written and visual. Unit assessments
are planned to include projects that cater to different intelligences.
The end of the lesson had students using a 3-2-1 exit slip. This device reinforces learning, piques
interest, and requires students to write one question that they want more knowledge on.
Student engagement
a. Explain how your instruction engaged students in
developing the skills of interpretation or analysis in relation to accounts of historical
events or social studies phenomena.
building and supporting arguments.
Students kicked off their time travel journey by reviewing their travel packet and tracing their
stops (modeled by the teacher) on their maps provided in the packet. Students were given graphic
organizers and written materials about the basics of the Islamic religion. The students were
broken into groups to perform the jigsaw exercise. Discussions ensued on the key important
ideas and summary of information as indicated in the graphic organizer. The graphic organizer
facilitates the building and development of arguments through organizing and summarizing
evidence. More importantly, the engagement of the group in sifting through the evidence allowed
them to get clarification and discussion from each other.
Each student develops an expertise in one area of the discussion and becomes part of an expert
group that enriches the knowledge base in that particular area.
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b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.
The post-it note “Do-Now” showed prior learnings of the students and this technique allowed
easy categorization of strengths and gaps in the subject area. The Muslim greeting, Assalaam
Alaikuum, was a start in familiarizing students with cultural practices. The video clip introducing
the lesson gave students an opportunity to connect the scenes in the video to similar scenes they
may have encountered. The homework assignment is a journal entry that discusses Islams
similarities with two other religions, one of which is sure to be the students own.
Deepening Student Learning during Instruction
a. Explain how you elicited student responses that supported your students’ ability to form
interpretations or analyses of history/social studies sources and accounts and build and
support arguments.
Students were directed and prompted through the jigsaw discussion process. The process is
as follows:
7. The day's lesson was divided into 3 segments. (Assign each student to learn one segment,
making sure students have direct access only to their own segment.)
Segment 1: Muhammad, Segment 2: Five Pillars, Segment 3: Koran
8. Give students time to read over their segment at least twice and become familiar with it.
There is no need for them to memorize it. The graphic organizer aids in compiling key
information.
NOTE: This summary information will aid the student in building and supporting a
document based essay or project-based assessment at the end of the chapter.
9. Form temporary "expert groups" by having one student from each jigsaw group join other
students assigned to the same segment. Give students in these expert groups time to
discuss the main points of their segment and to rehearse the presentations they will make
to their jigsaw group. Information is built and extended here.
NOTE: This summary information will aid the student in building and supporting a
document based essay or project-based assessment at the end of the chapter.
10. Bring the students back into their jigsaw groups.
11. Ask each student to present her or his segment to the group. Encourage others in the
group to ask questions for clarification.
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12. Float from group to group, observing the process. If any group is having trouble (e.g., a
member is dominating or disruptive), make an appropriate intervention.
b. Describe and cite examples of how you supported students in using evidence from
sources to build and support arguments about historical events, a topic/theme or social
studies phenomenon.
The jigsaw process allows the students to see smaller pieces of evidence that comprise larger
significant movements, themes, or events in history. The lesson ran long but the student “expert”
groups were to present their information to the class by displaying their graphic organizer. At
this time, I would build on the students’ graphic organizer by adding or clarifying the pieces of
information that they have presented. This is essentially modeling the effective use of the graphic
organizer. A model or graphic organizer “key” could be made part of the lesson materials.
Additionally, the “parking lot” is a time saving device that would allow the introduction of new
information to fill in gaps without disturbing the task at hand. This device could extend
information by introducing new evidence for summative assessments.
Analyzing Teaching
a. What changes would you make to your instruction—for the whole class and/or for students
who need greater support or challenge—to better support student learning of the central
focus (e.g., missed opportunities)?(Consider the variety of learners in your class who may
require different strategies/support (e.g., students with IEPs, English language learners,
struggling readers, underperforming students or those with gaps in academic knowledge,
and/or gifted students).
If performing this lesson again, I would have better modeled a number of key items. The first
is the map skills. I took it for granted that all students were familiar with the basics of reading
and working with maps. The second modeling I would have performed is delineating the
intricacies and expectations regarding the jigsaw process. A minor disturbance was occurring
in one of the groups but it appeared as if they were working quite diligently and having fun;
engaging with the material. I chose to ignore it; one of the tools of classroom management.
This proved to be the wrong tool as two students were engaging in social letter writing at the
expense of group members’ learning. Upon reflection, the tool of proximity and gentle
humorous coaching would have stopped this behavior. In a classroom with active group
work, this could be summed up as “management by walking around.”
Additionally, the introduction to the chapter and the lesson on the basics of Islam may be
considered for 2 class periods. Rushing through a lesson will reduce its effectiveness and
impact.
b. Why do you think these changes would improve student learning? Support your explanation
with evidence of student learning and principles from theory and/or research.
Modeling is proven to be an effective teaching strategy and helps students grasp the task at
hand. Demonstrating proper techniques and intellectual processes by “thinking aloud” gets
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students on the right track. Once on track, students being on task for the allotted time will
increase learning. This is not only borne out through common sense but through research that
is decades old. John Carroll (1963) developed his Model of School Learning that centers on
the effective use of time:
First, it should be understood that "spending time" means actually spending time
on the "I of learning. "Time" is therefore not "elapsed time" but the time during
which the person is oriented to the learning task and actively engaged in learning.
In common parlance, it is the time during which he is "paying attention" and
"trying to learn. (p.734)
The spending of engaged time is the key variable in Carroll’s model of effective instruction.
Without the strength of it, the best quality materials, instruction, and learning is severely
compromised. The hierarchy of classroom management tools includes non-verbal interventions.
This has proven to cease the majority of disruptive behaviors. Astutely observing on-task
behavior and increasing engagement requires proximity of the teacher to the activity. These
techniques would have improved the lesson and activity for the affected group of students.