Teaching with Primary Sources - Lesson Plan Template

Transcription

1 Teaching with Primary Sources - Lesson Title: Forts of the French and Indian War Teacher: Karen Barkand Subject and Grade Level: History/Grade 5 Duration: 45 to 60 mins. _ PART 1 Desired Results - what are your goals for student learning? Goals for Learning (what should students know and be able to do?) Students will know about fort construction and historical facts about the French and Indian War. Given popsicle sticks, Monopoly houses, and green styrofoam, the students will create forts by constructing them with the materials. Given a piece of graphing paper, pencil, and ruler, the students will design a floor plan for a fort. Given a piece of paper and pencil, the students will write a short paragraph explaining his or her reasoning for how and why the fort was constructed. The students will present their finished fort to the class and talk about the design, construction, and reasoning behind their fort. Enduring Understandings: Students will understand that It takes a team of people to build a lasting structure, such as a fort, and that every role in the team is important. Materials for construction are not all created equal and sometimes it takes some ingenuity to figure out the perfect fit. Investigative Question: A broad question that addresses your lesson topic What is the perfect way to construct a fort during the French and Indian War with a limited amount of supplies? Essential Questions: Questions that provoke inquiry based on your goals for learning 1. How many of you have ever had a fort of any kind? 2. Was your fort a tree fort, a pillow/cushion fort, or playhouse fort? 3. What kind of games did you play in your fort? 4. Where do you think the idea of forts came from and what could they have been used for? 5. What are some of the advantages of a tree fort compared to a playhouse fort? PART 2 Assessment Evidence - how will you know if your students have achieved the desired results?

2 Performance Task & Rubric: Is the task authentic enough to demonstrate understanding? By what criteria will students be evaluated? Given popsicle sticks and Monopoly houses, the students will create forts by constructing them with the materials. I would assess this through a participation grade. If all the students were observed participating and being actively involved in the activity, they would earn a passing grade for the objective. Other Evidence: Journals, graphic organizers, homework, quizzes, tests, observations, etc. -short paragraph -fort model presentation -informal observation Given a piece of graphing paper, pencil, and ruler, the students will design a floor plan for a fort. I would collect the floor plan and use it to assess the actual construction of the fort. I would look for the completion of the floor plan and make sure that all components of a successful fort were in place. I would assign a point value for the graph and award it to the group. Given a piece of paper and pencil, the students will explain their reasoning for why they constructed their fort they way they did by writing a short paragraph. I would collect the reflections and use it as a more formal individual assessment. I would read them and correct spelling and grammar mistakes. I would not take off points for these mistakes because I feel a reflection is a work in progress. I would assign a point value and award it to each individual student. The students will present their finished fort to the class and talk about the design, construction, and reasoning behind their fort. This would be a participation grade. All groups will be required to present their fort to the class. If a group refused, they would receive an incomplete for that portion of the assignment. The groups would receive a small point value for participating in the presentation. *Rubric attached. Stripling Model PART 3 Learning Plan (Inquiry-based) Connect describe how you will help students CONNECT current subject matter to their prior knowledge? -Ask the students, What do you think we can make with a giant sheet, desks, chairs, a pole, and a table? -Allow students to brainstorm, write the students thoughts on the board. If no student comes up with the idea of a fort, then I would bring up the idea. -I would say, I think we could make a fort out of this giant sheet. We can all work together to make our fun, new learning space. -Work with the students to arrange the desks, chairs and tables in a circle. Then drape the sheet over all the

3 desks. Weigh down the corners with textbooks, and place a pole in the middle. The pole must have a square base on the bottom for balance. Make sure there is an opening that is wide enough for any child in the classroom to get through. Wonder describe how you will entice your students to WONDER about the subject matter you are teaching. -Once the fort is constructed and all the children are underneath it, I would have a Q&A session. -Ask the students: 1. How many of you have ever had a fort of any kind? 2. Was your fort a tree fort, a pillow/cushion fort, or playhouse fort? 3. What kind of games did you play in your fort? 4. Where do you think the idea of forts came from and what could they have been used for? 5. What are some of the advantages of a tree fort compared to a playhouse fort? -Now that the students have discussed forts and have been introduced to the idea, have the students clean up the makeshift fort and put the classroom back to order. Investigate describe how you will facilitate student research and INVESTIGATION into the subject matter. -Use a PowerPoint presentation with pictures of French and Indian War, forts, and other useful material to accompany a short lecture. -Explain to the students about the French and Indian War during the PowerPoint Presentation. -Show pictures of several forts to the children. Try to use forts are located in areas surrounding the school that have a variety of architecture. -Explain that forts were sometimes given names of famous people or the military leaders building the fort would name it after themselves. -Ask the students who they think some of the forts might have been named after during that period of time. What kind of people were important during the French and Indian War? Construct describe what kinds of task-oriented products your students will CONSTRUCT that will let you know that learning has occurred. -Role-play with the students and tell them that they are now members of the militia in the French and Indian War, and they have just been told to build a fort. -Break the students into six groups or fireteams (a fireteam is a small military unit that consists of four or fewer soldiers) and have them gather together in their new group and make a giant table out of their desks. This is going to be a conference table where they can work on fort building strategies. -Hand out a piece of graphing paper and ruler to each group. -Each group will have to assign an architect, military leader, fortification/wall construction soldier, and a building/lodgings construction soldier. All of these different positions will show the students how to work in a cooperative group and give each student a sense of importance.

4 -Remind students that they should respect each other s ideas because every idea is a good idea. Students will learn how to compromise and work together under an important deadline of building a fort during the French and Indian War. -Give each group of four students their materials for the fort building activity. First, hand out a piece of green styrofoam. Next, hand out a bin of fort building materials. Finally, handout reflection papers, so that each group member has one to write on. -Allow the students enough time to brainstorm, design a floor plan, and construct their fort. The students will also have to come up with a name for their fort and what kind of geography surrounds it. For example, is it like Fort Pitt with rivers on either side of it, or is it in a marshy meadow valley like Fort Necessity? This activity may take up ten to twenty minutes. Express- describe how you will give students an opportunity to EXPRESS their learning (presentations, multimedia projects, etc.). -Make sure that all the students are actively engaged in the activity by facilitating during the group work time. Each student will participate in each position by communicating his or her idea or recommendation in a considerate manner to the person in charge of the actual position. The architect drawing the fort will have to listen to the fortification/wall construction soldier s and a building/lodgings construction soldier s ideas for how to create the fort. The military leader will be in charge of presenting the completed fort to the classroom and leading his or her group of soldiers. -Once all the students have finished their work, have each fireteam present their fort to the classroom. It will be an informal presentation. The student who had the military leader position will do most of the presentation, and the other members can add in their thoughts later. Reflect- describe how you will assist students as they REFLECT on their learning. -Once groups have finished their fort construction, have each individual member reflect on the experience by writing a short paragraph. In this paragraph they will explain why they constructed the fort the way they did, and perhaps what their position was during the construction process. -All groups will have the opportunity to present their fort. Afterwards I will collect all of the written reflections and fort floor plans. -While collecting papers, I will ask if there are any questions or comments about the fort building activity. -Go around the room and have each student tell the class one new thing he or she learned today. -Write down each student s contribution of newly learned knowledge on the board for a review of the material. -Finally, surprise the students by pulling out a poster that looks like an old scroll that says, We are going to Fort Necessity! The students will take home a permission slip to go to Fort Necessity for an educational field

5 trip. While at the Fort Necessity visitor center, students will learn more about the French and Indian War and be able to see the reconstructed Fort Necessity in real life. PART 4 Academic Standards Common Core Standards Lessons for Grades K 5 use the PA Academic Standards from at least two different domains (e.g. History and RWSL or Science and History) A. Identify and explain the political and cultural contributions of individuals and groups to United States history from Beginnings to Native Americans, Africans and Europeans Military Leaders (e.g. George Washington, Meriwether Lewis, Henry Knox) B. Identify and explain primary documents, material artifacts and historic sites important in United States history from Beginnings to Historic Places (e.g., Cahokia Mounds, Spanish Missions, Jamestown) C. Explain how continuity and change has influenced United States history from Beginnings to Transportation and Trade (e.g., methods of overland travel, water transportation, National Road) D. Identify and explain conflict and cooperation among social groups and organizations in United States history from Beginnings to Military Conflicts (e.g., French and Indian War, American Revolutionary War, War of 1812) F. Use grade appropriate conventions of language when writing and editing B. Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Lessons for Grades 6 12 use Common Core Reading Standards for Literacy in History/Social Studies choose the appropriate grade level standards.

6 Oral Presentation Rubric : Forts of the French and Indian War Teacher Name: Ms. Barkand Student Name: CATEGORY Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Uses Complete Sentences Always (99-100% of time) speaks in complete sentences. Mostly (80-98%) speaks in complete sentences. Sometimes (70-80%) speaks in complete sentences. Rarely speaks in complete sentences. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well.

7 Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \\\"waves\\\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word.

8 LIBRARY OF CONGRESS/TEACHING WITH PRIMARY SOURCES LESSON PLANNING BIBLIOGRAPHIC ORGANIZER Title of Lesson: Forts of the French and Indian War Grade Level and Subject: 5th grade Social Studies Teacher s Name: Karen Barkand Thumbnail Image of Primary Source Primary Source Title LOC URL Plans for use in the classroom Title: Map of the British and French Dominions in North America, with the Roads, Distances, Limits, and Extent of the Settlements Copyright by Jno. Mitchell d.f. with Improvements Date Created/Published: Repository Source: Library of Congress Geography and Map Division Library of Congress ( ) Digital ID: ar Title: Copy of a sketch of the Monongahela, with the field of battle, done by an Indian Creator: Montresor, John, Date Created: 1755 Repository Source: Library of Congress Geography and Map Division Washington, D.C USA Digital ID: g3824p ar bitions/creatingtheus/ DeclarationofIndepen dence/revolutionofth emind/exhibitobjects/ TheAmericanColonies _new.aspx gmd/g3824p.ar30260 I plan to use this map to provide a geographical reference to the different American colonies at the time of the French and Indian War. Also, to provide background information on where strategic forts might be constructed (by roads, rivers, distances). I plan to ask my students if know who drew this map a colonist or an Indian. The students will use deductive reasoning skill and view the map from their own perspective. How would they plan a strategic attack on a fort if it was located in the valley area? The students will explain their thoughts in a group discussion, providing pros and cons for each scenario. LOC/TPS Alumni Workshop_2011 Bibliographic Organizer