EASTERN KENTUCKY UNIVERSITY Student Samples KTIP Lesson Plan ESE 549 Secondary Social Studies Methods

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1 EASTERN KENTUCKY UNIVERSITY Student Samples KTIP Lesson Plan ESE 549 Secondary Social Studies Methods

2 KTIP Lesson Plan - #1 You will create a lesson plan that could be a part of your group unit (this is an individual assignment). This is the ACTUAL KTIP lesson plan form (new and improved for ) You will only need to complete the highlighted sections at this time. You will have additional instruction in future classes about completing the highlighted sections and will create additional lesson plans. Type your lesson plan into this form. EASTERN KENTUCKY UNIVERSITY Student Samples ESE 549 Secondary Social Studies Methods Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Component I: Classroom Teaching Task A-2: Lesson Plan Intern Name: Jason Koutsunis Date: 9/28/11 Cycle: # of Students: Age/Grade Level: 10th Content Area: U.S History Unit Title: Post-WW1 America Lesson Title: Technology and culture Lesson Alignment to Unit: a) Identify essential questions and/or unit objective(s) addressed by this lesson. How did changes in technology give rise to cultural changes in the 1920s? b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. SS-HS Students will evaluate how the Great Depression, New Deal policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower.)

3 c) Describe students prior knowledge or focus of the previous learning. Having recently covered the Industrial Revolution and World War I, the students will know that the early 20 th century was a time of rapid change that affected everyone in different ways, causing massive societal shifts in how and where people lived and what they had access to. d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. The summative assessment at the end of this unit will be a paper-based exam consisting of multiple choice, fill in the blank, and short answer/essay questions. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit. f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Lesson Objectives/ Learning Targets Students will be able to analyze new technologies of today and explain how they impact their life. Assessment Assessment description: Bell ringer Formative or Summative? Formative Instructional Strategy/Activity Strategy/Activity: Bell ringer Students will be able to identify and describe 3 new technologies and explain their impact on 1920s culture. Assessment description: A. Visual Discovery Lecture with Note-taking guide B. Processing assignment/activity C. Exit slip Media/technologies/resources: Pen and paper Strategy/Activity: A. Visual Discovery Lecture with Note-taking guide B. Processing assignment/activity C. Exit slip Formative or Summative? Formative Media/technologies/resources: Pen and paper Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) BE SURE TO BE DETAILED see sample below. A stranger should be able to walk into your classroom and complete each step based on this description. Also be sure that you are explaining how the objectives will be met.

4 BE SURE to include consider the Direct Instruction Model how will you introduce the topic? How will you convey the information? How will students practice the information? 1. Preview a. When students arrive, the following questions will be written on the board What is the single most important piece of technology that you own? How has it impacted your life, i.e. how is your life different because of it, how would your life be different without it? b. After they finish, ask for volunteers or ask specific students of different backgrounds to share their answers. c. Discussion prompts i. Has <technological device> made life easier or more difficult? ii. Do you need it? iii. How is what you do (being a student/consuming music/traveling/etc.) different today than it would have been fifty years ago? 2. State objectives a. Pull up a screen, either via document camera or PowerPoint, that reveals the essential question. Explain to students. i. How did changes in technology give rise to cultural changes in the 1920s? 3. Present new material a. Pull up slides on either a document camera or PowerPoint showing an image of each piece of technology as it appeared in the 1920s. b. Give students note-taking guide c. New technologies of the 1920s and their impacts i. Airplanes 1. Explain how airplanes changed the way people travel and communicate. Not only was long distance travel more accessible, but Air Mail made it possible for them to communicate more quickly over longer distances. ii. Automobile 1. Explain how the automobile changed travel, began to shape where people lived, economic prosperity resulted with the creation of roads and highways (the largest single employer of the decade), changed dating, and also lead to the success of the movie industry as it became more accessible. iii. Movies 1. Beginning in the 1920s with sound and color! Explain that movies were able to do what books had been doing and more. Not only did they provide entertainment and potentially incite social change, they began to drive fashion trends and reach audiences who might not otherwise have been able to engage with books. iv. Radio 1. Explain that radio created a new means of providing news and entertainment. National news and music became available in every home. This allowed. Radio reported events, shaped them, and created a sense of national unity. Negative side effect radio reality where individuals start to equate some of the drama that they hear on the radio with real life. v. Assembly line 1. Explain that it is technically not a 1920s invention but from the decade prior. However, its adoption in factories allowed for the dissemination of a number of consumer appliances that enhanced everyday life. Toasters, dishwashers, freezers, lawnmowers, etc. They made every day life easier and increased the economy as more workers were put to work in manufacturing. d. Recap the 5 technologies covered by reiterating their cultural functions. 4. Guided practice w/feedback a. Processing assignment/activity Creating a radio ad. i. Students will work in groups of 3 to create a radio advertisement for a hot new product of the day. ii. So that everyone is assured to be working, each student will be responsible for turning in their own copy of the ad created to the teacher. iii. One student in each group will be designated as the presenter, and the remaining two students will be tasked with responding to the ad appropriately as listeners at home. iv. The advertisement should appeal to the needs of listeners at the time, and students should respond as though they are listening on their brand new radio in the 1920s.

5 v. Once everyone is finished, ask students to present their ads to the rest of the class. 5. Independent practice w/feedback a. Exit Slip to be scored and reviewed at the beginning of the next class. i. Identify 3 new technologies in the 1920s and explain their cultural impact. Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Component I: Classroom Teaching Task A-2: Lesson Plan Intern Name: Dawn Young Date: 9/22/11 Cycle: # of Students: Age/Grade Level: 11 th Content Area: U.S. History Unit Title: Increasing Influences and Changes Lesson Title: Women s Suffrage Lesson Alignment to Unit: a) Identify essential questions and/or unit objective(s) addressed by this lesson. (Pick one of the AP-style Essential Questions for your Unit type entire question here) What challenges did the women s suffrage movement face and what techniques did they use to overcome them? b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. (type the entire Kentucky Core Content Item number and words that fits your unit.) SS-HS Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), World War I (e.g., imperialism to isolationism, nationalism) and the Twenties (e.g., economic prosperity, consumerism, women s suffrage). c) Describe students prior knowledge or focus of the previous learning.

6 (explain what did students learned in the previous units or other classes that will apply to this unit?) Students previously studied in the lesson before different social movements and how these social movements supported new thinking. Women s suffrage is a direct result of new beliefs and movements in the U.S. during the late 1890 s and early 1900 s. d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. (describe what type of exam you plan to give at the end of this unit) At the end of the unit students will complete a AP-style unit exam. This unit exam will use AP-style multiple choice questions and 2 open response/essay questions. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit. f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Lesson Objectives/ Learning Targets Students will be able to identify key figures and agencies during women s suffrage and why they were fighting for suffrage. Students will be able to identify and describe 3 key events leading up to the 19 th amendment. Assessment Assessment description: 1. Preview Assignment Compare and Contrast Formative or Summative? 1. Formative Assessment description: 2. Visual PowerPoint Lecture with Lecture Outline 3. Processing Assignment Create a Timeline Formative or Summative? 2. Formative 3. Summative Instructional Strategy/Activity Strategy/Activity: 1. Preview Assignment Compare and Contrast Media/technologies/resources: Strategy/Activity: 2. Visual PowerPoint Lecture with Lecture Outline (key events and people) 3. Processing Assignment Create a Timeline Media/technologies/resources: Image Search through Google images and Library of Congress Website: Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and

7 where of the instructional strategies and activities.) BE SURE TO BE DETAILED see sample below. A stranger should be able to walk into your classroom and complete each step based on this description. Also be sure that you are explaining how the objectives will be met. BE SURE to include consider the Direct Instruction Model how will you introduce the topic? How will you convey the information? How will students practice the information? 1. Preview Assignment Compare and Contrast Prompt on board at front of class Prompt: Compare life for women today to life of women during the late 1800 s and early 1900 s. To be completed before lecture at beginning of class. - Ask students to make a chart on their paper with 2 columns. One column will ask students to describe life for women today and the other describing life for women during the late 1800 s and early 1900 s. - After students complete this short assignment ask a few students to share their thoughts. 2. Revisit Essential Question - What challenges did the women s suffrage movement face and what techniques did they use to overcome them? - Preview lecture (discuss how there were key people, agencies, and issues during the women s suffrage movement). 3. Visual PowerPoint Lecture Introduce Key Events, People, and Agencies during the Women s Suffrage Movement - Pass out lecture outline (lecture outline include space for students to write notes on key people, events, and agencies) - PowerPoint lecture includes images of key people, events, and agencies. - PowerPoint lecture also describes key terms needed for students to complete future assignments. - Lecture will incorporate questions and discussion from students. 4. Processing Assignment Create a Timeline - Teacher will put students in groups of 3 and provide them with a large paper to create timeline. - Pass out rubric of expectations for timeline and discuss that all dates and people are on lecture notes outline. - Include 3 key figures and the date they began working for women s suffrage. - Include 5 events leading up to women s suffrage that you believe were most important. - Include 19 th amendment date at end of timeline. - Students will present their timelines to the class.

8 Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Component I: Classroom Teaching Task A-2: Lesson Plan Intern Name: Melissa Hendrickson Date: September 28,2011 Cycle: # of Students: Age/Grade Level: High School Juniors Content Area: U.S. History Unit Title: Early 1900 s Lesson Title: Imperialism to Isolationism Lesson Alignment to Unit: a) Identify essential questions and/or unit objective(s) addressed by this lesson. (Pick one of the AP-style Essential Questions for your Unit type entire question here) How was United States foreign policy Imperialistic during the early twentieth century? b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. (type the entire Kentucky Core Content Item number and words that fits your unit.) SS-HS-2.3.1Students will explain the reasons why conflict and competition may develop as cultures emerge in the modern world and the United States. SS-HS Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world and United States History. SS-HS students will explain and evaluate the impact of significant social, political, and economic changes during the Progressive Movement, World War I, and the Twenties. c) Describe students prior knowledge or focus of the previous learning. (explain what did students learned in the previous units or other classes that will apply to this unit?) In the previous unit, students learned about the Spanish American War and what led to the United States involvement with Cuba, Puerto Rico, and the Philippines. d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. (describe what type of exam you plan to give at the end of this unit) At the end of the unit, students will take a final exam consisting of essays and multiple choice questions. They will also complete one of several project possibilities focused on the essential question. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit. f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge):

9 Lesson Objectives/ Learning Targets Students will be able to define imperialism and isolationism and analyze the nature of United States foreign policy today. Assessment Assessment description: Preview Assignment- Comparing Foreign Policy Formative or Summative? Formative Instructional Strategy/Activity Strategy/Activity: Preview Assignment- Comparing Foreign Policy Media/technologies/resources: Image of U.S. Marines in Cubahttp:// Images of US soldiers in Iraqhttp:// Students will examine historical documents relating to Imperialism and be able to compare and contrast the documents and what changes they showed for United States foreign policy. Assessment description: A. Comparing foreign relations documents B. Processing Assignment- Journal Entry or Political Comic strip Formative or Summative? A. Formative B. Formative Strategy/Activity: A. Comparing foreign relations documents B. Processing Assignment- Journal Entry or Political Comic strip Media/technologies/resources: Text of Treaty of Parishttp:// Text of Platt Amendmenthttp:// Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) BE SURE TO BE DETAILED see sample below. A stranger should be able to walk into your classroom and complete each step based on this description. Also be sure that you are explaining how the objectives will be met. BE SURE to include consider the Direct Instruction Model how will you introduce the topic? How will you convey the information? How will students practice the information? 1. Preview Activity- Comparing Foreign Policy Student s will be show a picture of United States soldiers in Cuba during the early 1900 s and a picture of United States soldiers in the Middle East from after September 11, Write the following prompt on the board- Compare and Contrast United States foreign policy during the early 1900 s to today. -Allow students time to write on the topic. - Discuss their answers as a class, calling on a variety of students if not many are willing to share. After discussion, ask students 1) What major events led to each of these photos being taken? Discuss Spanish American War and War on Terror causes with students 2) Has United States foreign policy changed in the past 100 years? 2. Review/Essential Question- How was United States foreign policy Imperialistic during the early twentieth century?

10 Relate the question to the previous unit on the Spanish American War. Ask students about United States foreign policy during the war and what the causes and outcomes of the war were in order to review previous material. 3. Compare/Contrast Foreign Policy Documents Each student will get a copy of part of the Paris Peace Treaty from the Spanish American War and a part of the Platt Amendment from The titles and dates of the documents won t be included. After reading each document, the students will be divided into pairs and will discuss the differences in the two documents. Then the students will discuss as a class. They will be asked 1) What documents are these that we have previously discussed or mentioned in class? 2). What does each document show about American foreign policy during the time it was written? 3). What does this show about the three years between the time that each of these was written? 4). What does this mean for American foreign policy in the early 1900 s? 4) What do you think will happen to Cuba and the Caribbean based on the later document? 4. Processing Assigment- Journal Entry or Political Comic strip Students will have the option of a creative writing assignment or a drawing assignment. For the Journal Entry, students will assume the role of a middle class Cuban citizen and discuss their feelings about the United States from the Spanish American War to the new imperialistic policies of the United States. Students will need to provide accurate definitions of the terms imperialism and isolationism. Students also need to reference the two documents discussed in class ( The Paris Treaty and the Platt Amendment). For the Political Cartoon strip, students will create a sequence of cartoons that traces United States foreign policy through the Spanish American War and up to the new imperialism of the early 1900 s. The comics must include accurate definitions of imperialism and isolationism as well as reference the Treaty of Paris and the Platt Amendment.