This lesson plan aims to teach students about what it takes to think like a historian. The lesson begins with an introduction to historians and the questions they ask when examining the past. Students were scheduled to video chat with a guest speaker about studying history, but the speaker fell ill. The lesson then has students apply the historian's questions to different accounts of the Boston Tea Party to gain different perspectives on the event. Finally, students discuss how asking questions to understand multiple perspectives can help in daily life situations like resolving conflicts. The teacher reflects that this lesson successfully taught students about examining multiple sources to gain a full picture, and they plan to reuse this lesson in the future.
This lesson plan aims to teach students about what it takes to think like a historian. The lesson begins with an introduction to historians and the questions they ask when examining the past. Students were scheduled to video chat with a guest speaker about studying history, but the speaker fell ill. The lesson then has students apply the historian's questions to different accounts of the Boston Tea Party to gain different perspectives on the event. Finally, students discuss how asking questions to understand multiple perspectives can help in daily life situations like resolving conflicts. The teacher reflects that this lesson successfully taught students about examining multiple sources to gain a full picture, and they plan to reuse this lesson in the future.
This lesson plan aims to teach students about what it takes to think like a historian. The lesson begins with an introduction to historians and the questions they ask when examining the past. Students were scheduled to video chat with a guest speaker about studying history, but the speaker fell ill. The lesson then has students apply the historian's questions to different accounts of the Boston Tea Party to gain different perspectives on the event. Finally, students discuss how asking questions to understand multiple perspectives can help in daily life situations like resolving conflicts. The teacher reflects that this lesson successfully taught students about examining multiple sources to gain a full picture, and they plan to reuse this lesson in the future.
This lesson plan aims to teach students about what it takes to think like a historian. The lesson begins with an introduction to historians and the questions they ask when examining the past. Students were scheduled to video chat with a guest speaker about studying history, but the speaker fell ill. The lesson then has students apply the historian's questions to different accounts of the Boston Tea Party to gain different perspectives on the event. Finally, students discuss how asking questions to understand multiple perspectives can help in daily life situations like resolving conflicts. The teacher reflects that this lesson successfully taught students about examining multiple sources to gain a full picture, and they plan to reuse this lesson in the future.
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ED 345 Calvin College Lesson Planning Form
Teacher: Studies
Katie Klomp
Date: 11/6/15
Subject/ Topic/ Theme: Social
I. Objectives What is the main focus of this lesson? To discuss what it takes to think like a historian, the questions they ask, and how we can use those questions all of the time. How does this lesson tie in to a unit plan? (If applicable.) This lesson kicks off the unit as the students begin to look into the past and study the Native Americans in the US. They are learning how to study history and what it means to be a historian. What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it applies. I can list and apply the questions that historians use. I can discuss the importance of the questions and how they help us see the whole picture. I can apply the questions that historians use to daily situations and discuss how it would be helpful. 3 - H3.0.1 Identify questions historians ask in examining the past (e.g. What happened? When did it happen? Who was involved? How and why did it happen?). CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. II. Before you start Prerequisite knowledge and skills.
What is history, what is a historian, the importance of a big picture.
Assessment (formative and summative)
Formative: class discussion concerning the importance of each of the
puzzle pieces. Summative: the exit slip Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION Multiple Means of Representation Options for Perception Students will be able to perceive through the use of the sources, talking with an expert, and discussing with peers
STRATEGIC Multiple Means of Expression (Action) Options for action/interaction Students will interact verbally with Miss Van Haitsma, and then also with peers during the activity with sources
Options for Language/Symbols
Students will hear the information and also see using the puzzle pieces and pictures.
Options for Expression
Students will express themselves through verbal discussion with peers and then written during the exit slip
Options for Comprehension
Students will be able to comprehend through the expert discussion, the puzzle pieces and the
Options for Executive Function
Students will be asked to compare the questions that historians ask with their lives and how they are still applicable.
AFFECTIVE Multiple Means of Engagement Options for recruiting interest The conversations with Miss Van Haitsma, working with the sources as a group and then the group discussion about the puzzle pieces. Options for Sustaining Effort & Persistence Students will be constantly engaged and moving around the classroom. They will be in conversation with peers throughout the lesson. Options for Self Regulation Students are applying the information to their lives and also checking their behavior with their peers.
Materials-what materials (books, handouts, etc) do you need for this lesson and do you have them?
Sources about the Boston Tea Party (4), Puzzle pieces (picture of the back) , IPad for Face Timing,
Do you need to set up
your classroom in any special way for this lesson? If so, describe it.
Students will begin on the carpet for the beginning discussion and the interview with Miss Van Haitsma. They will be in their desks after the interview and then go around the room to discuss their sources.
III. The Plan
Tim The description of (script for) the lesson, wherein you describe teacher Parts e activities and student activities 7 Motivatio n Give students the pre-assessment and time to fill out. (Opening/ What do we know about history? Historians? Record student responses on the Introducti board on/ We are going to talk to someone who knows quite a bit about history. She is 15 Engageme going to talk about what it takes to be a historian! (FaceTime Alyssa Van nt) Haitsma)
Developm ent
10
Talk with students about appropriate questions. Remind them to be respectful
of our digital guest! Alyssa talks about studying history what questions they pay attention to, what topics people usually study. Give time for students to ask questions. Thank Alyssa for her time. Review the conversation with the students. - What do historians do? - What are some things that historians study? - What are some questions that historians ask? Take out the puzzle pieces. Pass one out to each group. Why would someone want to know.(go through each question) Which one is the hardest to find out? (Why) We need all pieces of the puzzle to see the whole picture! Pass out the sources. Have students answer the questions that historians ask using their resource. Tell them that they are all looking at the same event Have students share information. Did all of your descriptions match? Why not? Another important piece of being a historian is looking at more than ONE source. We want to see the WHOLE picture. Can historians be wrong? Sometimes it is hard to understand the past!
Take students to the carpet. Have the students take a look at the puzzle pieces again. Show them each puzzle piece to review the question on each. 7 As you review, flip the piece over to show a section of a picture. With each puzzle piece, you get another clue to what the picture is. We need them all to be sure that we know what the picture is of. Would asking these question be helpful even if we are historians? Why? When dealing with others people who are our friends and people who arent 3 Closure we want to see the WHOLE picture before we make our judgments. (Example: Maddie punched Tyler in the face today at recess! When you come to tell me about it, what is the information that we want to know? (who, where, when, why) Which one is the hardest? (why we dont know what was going through Maddies mind when she punched him!) 5 Before we judge what happened, we need to remember to look at the WHOLE picture. Pass out exit slip Have students hand in exit slip and then get out a book to read until everyone is finished and ready for our next lesson. Your reflection on the lesson including ideas for improvement for next time: WOW. This lesson was not only super fun to teach, but it fell at the most perfect time. We have been having some trouble with bullying/teasing/tattle-tailing and I thought that relating the questions to this subject would be fantastic and it was! YAY! The unfortunate part, however, was that our guest speaker was sick with the flu and was unable to talk with us. Fortunately, I had emailed the questions that we had and she sent a response with answers that I used to talk with the kids about historians. They were bummed, but this was still a good alternative. During the activity with the sources, some of them were getting frustrated because they couldnt answer some of the questions just based on their evidence. What a great learning experience! Next time, I want to do the same thing again. It worked wonderfully and I am very grateful for that! I am excited for the rest fo this unit!
