This lesson plan outlines a student teaching lesson on the last Native American wars of western expansion. The lesson aims to help students understand the challenges Native Americans faced as the West developed, specifically the violence with the U.S. military. Key objectives are for students to identify how lives changed with the Transcontinental Railroad and to examine events through the perspectives of Native Americans and the military. The plan includes a Prezi presentation, video, timeline, and worksheet for a "RAFT" activity where students write from the perspective of a participant in an event. Formative and summative assessments are discussed along with accommodations and reflections.
Flipped Unit Plan for 5th Grade Social Studies: Great Depression, New Deal, A...Meghan Lee
Designed a flipped unit plan for fictional 5th grade social studies classroom on the Great Depression, New Deal, and America's Involvement in WWII
CONTAINS:
- Useful online resources for these social studies topics!
Flipped Unit Plan for 5th Grade Social Studies: Great Depression, New Deal, A...Meghan Lee
Designed a flipped unit plan for fictional 5th grade social studies classroom on the Great Depression, New Deal, and America's Involvement in WWII
CONTAINS:
- Useful online resources for these social studies topics!
Brittney OkaforSubject Social StudiesLesson TitleLesson # .docxcurwenmichaela
Brittney Okafor
Subject: Social Studies
Lesson Title/Lesson #: The History of North Carolina (Pre-Colonial to Reconstruction)
Grade Level: Fourth Grade
Content Standard(s)
State standards and/or Common Core Standards
Analyze the chronology of key historical events in
North Carolina history.
1. De Soto’s expedition for gold leading to exposing the natives to European illnesses and disease.
2. Roanoke colonization
3. Trade Establishment
4. The Tuscarora War
The learner will examine the importance of the role of native American groups and examine the multiple roles they have played in the development of North Carolina.
2. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the lesson
1. Summarize the 3 main changes in cultures, everyday life and status
of indigenous American Indian groups in North Carolina
once the Europeans arrived.
2. Explain how people, events and developments brought
about changes to communities in various regions of North
Carolina.
Academic Language
What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?
1. Students will be expected read passages written about native American children of the time and interpret their thoughts, feelings, and experiences in their own words.
2. They will also be responsible for these vocabulary words and definitions: Barter, Colonization, Archaeologist, artifact, Natural Resources (Raw), Settle, Great Britain/England, American Indians, Enclosure Act, Coastal Plain Region, Piedmont Region, Mountain Region, King George III, French and Indian War.
3. An understanding of these terms and how they apply to the colonization of North Carolina along with having the ability to compare and contrast the experiences of the first settlers and native Americans will demonstrate their understanding of the material.
Prior Knowledge
What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?
Prior to this lesson, the students should have a basic knowledge of what a native American is, who Christopher Columbus was, and have at least heard of the thirteen original colonies. The students should also have an understanding of trading or bartering, and why it is important.
Materials
What materials are needed for the teacher and students? Instructional resources?
1. Students will need their composition notebooks to add their journal entries.
2. We will also need access to computers on the day when we complete the virtual tours.
3. A smart board will be an excellent resource when it is time to play audio clips, watch video clips, and show maps of the locations in question.
4. A map of N.C. for each student.
5. The tools worksheet with the images of native American tools.
6. Questionnaire about the video.
7. Shoe boxes.
ver the past four weeks you’ve had the opportunity to create a cla.docxdickonsondorris
ver the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles.
This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two.
This summative assessment must include:
1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).
2. A unit goal that aligns with the Common Core State Standard:
The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.
· Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.
· A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).
· Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)
· Proficiency Level – What is an acceptable level of achievement to demonstrate mastery?
3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:
· A unique differentiated teaching strategy for each day’s lesson.
· Addresses multiple intelligences.
· Considers student’s different learning styles.
· Explains how the assessment results will be used to drive instruction.
4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:
· Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
· A rubric that clearly details how each part of the assignment will be graded.
· Addresses multiple intelligences and various learning styles.
The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.
US History
Problem 1:
Explain how events such as the Vietnam War and Watergate affected the American public’s opinion of the U.S. government.
You must complete all three parts of the assignment.
Part 1:
Read the question above and write down what you think the question is asking in your own words.(250-300 words)
Part 2:
Use an Internet ...
Brittney OkaforSubject Social StudiesLesson TitleLesson # .docxrichardnorman90310
Brittney Okafor
Subject: Social Studies
Lesson Title/Lesson #: The History of North Carolina (Pre-Colonial to Reconstruction)
Grade Level: Fourth Grade
Content Standard(s)
State standards and/or Common Core Standards
Analyze the chronology of key historical events in
North Carolina history.
1. De Soto’s expedition for gold leading to exposing the natives to European illnesses and disease.
2. Roanoke colonization
3. Trade Establishment
4. The Tuscarora War
The learner will examine the importance of the role of native American groups and examine the multiple roles they have played in the development of North Carolina.
2. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the lesson
1. Summarize the 3 main changes in cultures, everyday life and status
of indigenous American Indian groups in North Carolina
once the Europeans arrived.
2. Explain how people, events and developments brought
about changes to communities in various regions of North
Carolina.
Academic Language
What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?
1. Students will be expected read passages written about native American children of the time and interpret their thoughts, feelings, and experiences in their own words.
2. They will also be responsible for these vocabulary words and definitions: Barter, Colonization, Archaeologist, artifact, Natural Resources (Raw), Settle, Great Britain/England, American Indians, Enclosure Act, Coastal Plain Region, Piedmont Region, Mountain Region, King George III, French and Indian War.
3. An understanding of these terms and how they apply to the colonization of North Carolina along with having the ability to compare and contrast the experiences of the first settlers and native Americans will demonstrate their understanding of the material.
Prior Knowledge
What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?
Prior to this lesson, the students should have a basic knowledge of what a native American is, who Christopher Columbus was, and have at least heard of the thirteen original colonies. The students should also have an understanding of trading or bartering, and why it is important.
Materials
What materials are needed for the teacher and students? Instructional resources?
1. Students will need their composition notebooks to add their journal entries.
2. We will also need access to computers on the day when we complete the virtual tours.
3. A smart board will be an excellent resource when it is time to play audio clips, watch video clips, and show maps of the locations in question.
4. A map of N.C. for each student.
5. The tools worksheet with the images of native American tools.
6. Questionnaire about the video.
7. Shoe boxes.
Social History of Sports in the U.S. This course is entirely on.docxpbilly1
Social History of Sports in the U.S.
This course is entirely on-line, so all information can be obtained through the Blackboard site, or by e-mailing Bill Offutt directly at
[email protected]
or
[email protected]
NOTE:
Because this course is extremely condensed into 40 days, I will be posting much of the material ahead of when it is due, for students to work through at their own pace; in other words, you can work ahead as you feel like it. There are certain pieces of material, from Unit Two forward, that will be added to both the
Course Documents
, where the assigned readings are, and
Discussion Board
, where focused questions and material will guide your responses. The materials will be added in time for use by the various intermediate deadlines. However, there are particular deadlines for completion of the discussion writing on the various units of material as well as the two papers that make up the grade, and students must pay close attention to these deadlines in order to complete the course.
Course Goals:
This course will examine the experience of sports and leisure for different groups of Americans (e.g., African-Americans, women, working class), from colonial times to the present but primarily focused on the 20th century. My goal is to introduce students to historical analysis and argument through the examination of the sports and leisure time activities that won increasing popularity among Americans from the late nineteenth to the late twentieth century. This course will incorporate analytical categories from social history (class, race, gender, ethnicity) as well as the frameworks used by cultural, economic, and political history. This course will thus involve students in gaining a better understanding of the relationships that sports and leisure have with the social, economic, cultural and political forces at work in the United States and the world. Students will appreciate the issues that have affected sports participation over the years, including racial and gender discrimination, class economics, and commercialization.
Students are expected to learn not only the basic data of American social history of sports but also to express that knowledge in oral and written argument that employs evidence to prove historical theses. Precise assignments for discussion are given at the end of this syllabus. Students will also be expected to use the Blackboard site for discussion. This course is thus NOT about player statistics, won-loss records, and/or fantasy leagues. It is about understanding the role sports has played in American society over time, and that is a serious historical inquiry.
By the end of the course, you will be able to:
1) Identify and analyze the changing meaning and significance of sports and leisure to American society and culture.
2) Discuss the major developments in sports as they were influenced by major social, economic, cultural and political forces in American history, and (in turn) how sports pa.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxjack60216
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t ...
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t.
Lesson Plan on the Impact of Settlement on the Native Americans
1. SAINT MARY’S COLLEGE
Student Teaching Lesson Plan
Grade: Juniors Subject/Topic: The Last Native American Wars
Standard USH.2.1: Describe the economic developments that transformed the United States
into a major industrial power and the factors necessary for industrialization.
(Economics)
USH.2.2: Explain key ideas, movements, and inventions and summarize their impact
on rural and urban communities throughout the United States.
USH.2.3: Analyze the factors associated with the development of the West and how
these factors affected the lives of those who settled there. (Government, Economics,
Society, and Culture)
USH.2.4: Explain how the lives of American Indians changed with the development of
the West. (Government, Individuals, Society, and Culture)
Objective
Bloom’s Highest Level -
________________
1) Students will be able to identify and explain the
specific challenges Native Americans faced as a
result of the development of the West,
specifically the violence that ensued with the
U.S. military.
2) Students will be able to identify and explain the
impact that the invention of the
Transcontinental Railroad had on the lives of
the Native American tribes.
3) Students will able to examine events of western
expansion through the lens of the individuals
who lived it, specifically Native Americans and
the U.S. military.
_____Developmentally
appropriate
_____Related to standard
Technology Use of Prezi for explanation of specific information
TED Talk video on the impact of western expansion on
the Lakota tribe (15 minutes)
Into the West miniseries (TNT)
Materials Prezi presentation for lecture portion-> the presentation
consists of differentiation for learning styles (there are
pictures and document analysis, a 15 minute video clip,
and time for class discussion.
Timeline worksheet to help organize the events
Worksheet explaining the RAFT activity at the end of
the lesson
_____Differentiation
Literacy/Interdisciplinary
Connections
Visual literacy-> analysis of historical depictions
RAFT activity at the end of the lesson
Instructional Sequence:
(include transitions)
Introductory Engagement
Instructional
Strategies/Activities
Closure
Open the class by asking students what they remember
from the previous-> lead the discussion using recap
questions
Next, discuss the creation of the Transcontinental
Railroad, focusing on its impact on the Native
Americans
Ask students, “Why might the railroad be a
problem?”
For centuries the Great Plains were home to Native
Americans-> settlers deprived them of their hunting
ground
Ask students, “What cane we predict will
Indicate with a “C” or
“A” Items Considered
and/or Addressed:
(Address at least 5 in plan)
_____Prior Knowledge
_____Motivation to Learn
_____Differentiation
_____Communication
Techniques
_____High Expectations for All
Learners
2. happen as a result of the persecution?”
Then, discuss the different uprisings and events that led
to the fall of the Native Americans, paying special
attention to the Sand Creek Massacre,Battle of Little
Bighorn, and the tragedy at Wounded Knee Creek
Have students analyze specific historical
depictions-> What stand out to them from these
pictures? What can we gather from the Sand
Creek accounts?
Talk about the poor living conditions on the
reservations-> What is the pattern of reservation life?
Show students a newspaper clipping after the Battle of
Little Bighorn.
How is Custer depicted in the newspaper
clipping? As the hero? As the victim?
Finish off the explanation portion of the lesson by
talking about the enactment of the Dawes Act in 1887.
For the “Application” section conduct a activity in
which students write a letter or journal entry as they
were a witness to a specific event
First, students pick what event they want to
write about-> Sand Creek Massacre,Battle of
Bull Run
Second, they choose a perspective to write
from: a Native American or a U.S. soldier
Have them write about what they see,how they
feel, etc.
Leave 15 minutes at the end of the lesson to show the
TED Talk
Have students pay attention to three things
while watching: What do they see? What do
they think about what they see? What do they
want to know?
_____Critical Thinking/
Higher LevelThinking
_____Inclusive Learning
Environment/Supportive
Interactions
_____Student Responsibility
for Learning
Accommodations Timeline to help keep events organized, specifically for
the three focused students in 6th hour
Worksheet explaining the RAFT activity (Save this for day
2, so students have plenty of time to work on it)
Extended time on RAFT activity
The lesson can be extended to the next day, if needed->
what is not covered will be added on to the next day
Pair work-> to help focus student C, who hardly speaks up
in class (pay attention to wait time, and allow students to
write down answers before speaking)
Individual help with focus students during the end of class
activity
Check as applicable:
_____Extended time
_____Flexible scheduling
_____Alternate presentation
_____Setting
_____Alternate student
response
_____Assistive technology
Assessment Ask recall questions throughout the lesson to ensure full
understanding.
Have students complete the RAFT activity as formative
assessment-> extended time, if needed
Check those that apply:
_____Formative
_____Summative
_____Differentiation
Reflection How did your students meet the objective?
What might you do differently?
How did you grow professionally from this lesson?
Did you collaborate with anyone to gain insight into your
teaching? If so, how?
Resources School textbook-> Indiana United States History (1877-Present)
3. (Research & websites consulted) Teachers’ Resource tab on the NARA website
History Channel website
Library of Congress Website
Revised 1/2016
4. Class Activity: Looking Through the Eyes of Another
Directions:
Step 1: Pick an individual to take the perspective of…
Abraham Lincoln- Dakota Uprising
Colonel John Chivington- Sand Creek Massacre
Crazy Horse- Fetterman’s Massacre
Sitting Bull- Battle of Little Bighorn
Colonel James W. Forsyth- Tragedy at Wounded Knee Creek
Step 2: Imagine that you are in front of a military tribunal, in which you have to defend your actions.
In a paragraph, or more if needed, write out your argument, defending the actions you took at the
corresponding event. Use the following questions to guide you:
What were the events surrounding your actions? Be specific.
Why did you take the actions that you did?
Could your actions been avoided, and a more peaceful solution carried out? Why or why not?
Should you be prosecuted for your actions? Why or why not?
Make sure you provide specific evident to support your defense
