V: Instructional Design-Lesson Plans Teacher Candidate: Sabrina Cheek Lesson #1 Subject/Grade: SC History/8th grade Date and Time of Lesson:

Thursday, September 26, 2013/10:09 a.m. until 11:26 a.m. Learning Objective: L.O.1 Students will be able to distinguish among important figures of history (pirates) and their effect on the economy of South Carolina as a newly formed colony. L.O.2 Students will be able to write a paragraph on a Pirate, assigned to them by the instructor, based off of computer research done in the lab and the PowerPoint given by the instructor. Alignment with Standards: Identify the source and list standards (local, state, and/or national) that align with the learning objective. EEDA Standard(s) (16) transportation, distribution, and logistics. SSCA Element(s): This lesson will focus on behaviors needed in a lab. Students will respect each others opinions and work together to research the historical figure chosen by the professor. State Standard: Standard 8:1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans. o Indicator: 8-1:5: Explain how South Carolinians used their natural, human, and political resources uniquely to gain economic prosperity, including settlement by and trade with the people of Barbados, rice and indigo planting, and the practice of mercantilism. Common Core Standard: Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. National Standard: (1) Culture: Through the study of culture and cultural diversity, learners understand how human beings create, learn, share, and adapt to culture, and appreciate the role of culture in shaping their lives and society, as well the lives and societies of others. Developmental Appropriateness or Cross-curricular connections: My learning objective is appropriate for the standards as well as skills the student will use for the rest of their years in school as well as in other subjects in their education. Students must be able to write a clear and concise paragraph based off of simple research done in a lavatory setting. This is extremely important in an English-Language Arts classroom. Technology is useful in every subject as well as for the student in the future. Understanding how Pirates had a unique culture and how it affected the colony of South Carolina is important to the State and National Standards. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Use of Formative

Objective(s) L.O.1 Students will be able to distinguish among important figures of history (pirates) and their effect on the economy of South Carolina as a newly formed colony. Pre-Assessment: Students will begin with a warm-up question. What is a pirate? During-Assessment: Students will be watched to make sure they are taking notes and answering questions given by the instructor. Post-Assessment: Students will answer a short 5 question quiz based on the information given to them in the PowerPoint. Pre-Assessment: Students will answer the postassessment from the previous lesson objective. During-Assessment: The instructor will walk around the lab to make sure each student is conducting research properly and answering the questions assigned by the teacher for their research. Post-Assessment: Students will write a paragraph based off of their research pirate and the questions presented to them by the teacher. The paragraph will be turned in to the instructor for further assessment.

Assessment This assessment will be used in the future because the information the students researched will be on their Chapter test. Students will be questioned on a pirates economic impact on the South Carolina colony.

L.O.2 Students will be able to write a paragraph on a Pirate, assigned to them by the instructor, based off of computer research done in the lab and the PowerPoint given by the instructor.

Accommodations: Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed. Materials: Promethean Board PowerPoint on Pirates

Computers Pencil 2 sheets of Notebook Paper Journal Notebook Paper for note-taking

Procedures: 1. Class will begin when the bell rings. Students will sit down and complete their bell-ringer journal entry. The journal question will be posted on the Promethean Board and will be: What is a pirate? After 5 minutes, the instructor will discuss with the students what their ideas of a pirate are. 2. Students will then get out their notebooks and take lecture notes on a short 5-10 minute PowerPoint on Pirates. The PowerPoint will include information such as: who the pirates were, what they did, where they were from, and their impact on the South Carolina colony. 3. The students will then answer 5 questions at the end of the PowerPoint: (1) Who was Blackbeard? (2) Why did the colonists dislike the Pirates? (3) What were the Pirates trying to get? (4) Did the Pirates affect the economy of South Carolina? (5) What is a privateer? 4. The students will then be put into pairs of 2-3 dependent upon the class size and be given a name of a pirate out of a possible 15 names. The students will be asked to write down what the teacher is looking for from their research. The students will then be taken down the computer lab to conduct research. 5. The students will research the pirate given to them. From internet websites, students should answer: (1) Where was their Pirate located? (2) When was the Pirate practicing piracy? (3) How was the Pirate related to South Carolina? (4) The students will write down 2 interesting facts about the Pirate. 6. The students will then take what they learned from the research and write a short paragraph explaining the answers to the above four questions. The assessment will be taken up by the instructor. Activity Analysis: The activity the students will be completing in this lesson is researching a pirate that was given to them by the instructor. The students will be able to use technology in order to answer questions about their given Pirate. The second activity of this lesson is the short paragraph that each student will write based on their research. It is important for the students to be able to put their research in correct, coherent, and clear sentences in order to form a readable paragraph. References:
St. Augustine Pirate & Treasure Museum. (2013). Retrieved September 10, 2013, from St. Augustine PIrate & Treasure Museum: http://www.thepiratemuseum.com Zepke, T. (2005). Pirates of the Carolinas. Sarsota, Florida: Pineapple Press, Inc.

Teacher Candidate: Sabrina Cheek Subject/Grade: SC History/8th grade Date and Time of Lesson: Thursday, October 24th 10:09-11:26 am

Lesson #2

Learning Objective: L.O.1 Students will be able to identify the four members of the 1787 Constitutional Convention from South Carolina. L.O.2 Students will work in groups to form understandings of how the Three-Fifths Compromise and the Great Compromise led to the ratification of the United States Constitution and the difficult task the delegates faced when determining how to count slaves for purposes of government representation. Alignment with Standards: Identify the source and list standards (local, state, and/or national) that align with the learning objective. EEDA Standard(s) Career Cluster 13: Government and Public Administration SSCA Element(s): Students will understand how the Founding Fathers treated each other with respect at the Constitutional Convention. South Carolina State Standard: Standard 8-3: The student will demonstrate an understanding of South Carolinas role in the development of the new national government. o South Carolina State Indicator: 8-3.2 Explain the role of South Carolina and its leaders in the Constitutional Convention, including their support of the ThreeFifths Compromise and the Commerce Compromise as well as the division among South Carolinians over the ratification of the Constitution. Common Core Standard: WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. NCSS: (2) Time, Continuity, and Change; (5) Individuals, Groups, and Institutions; (6) Power, Authority, and Governance; (10) Civic Ideals and Practices Developmental Appropriateness or Cross-curricular connections: This lesson is a cross-curricular activity in that it requires collaborative learning which is necessary in every class. Students will also use English-Language Arts class to be able to answer questions in complete sentences. This lesson also incorporates math in that students will read and interrupt data charts to formulate conclusions as well as calculate averages. This learning objective ties in with Common Core Standards as well as NCSS standards. Assessment(s) of the Objectives: What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Bell ringer question: How many delegates did SC send to the Use of Formative Assessment This data will be used for the purpose of the instructor to make the

Lesson Objective 1: Students will be able to identify the four members

of the 1787 Constitutional Convention from South Carolina.

Lesson Objective 2: Students will work in groups to form understandings of how the Three-Fifths Compromise and the Great Compromise led to the ratification of the United States Constitution and the difficult task the delegates faced when determining how to count slaves for purposes of government representation.

Constitutional Convention? During Assessment: Students will be asked questions during the lecture. Post-Assessment: Students will answer questions as a class provided by the instructor after the activity. (See attachment A) Pre-Assessment: Students will be asked two bell ringer questions pertaining to this information. 1) The threefifths compromise deals with what? The answer is slavery. 2) The Great Compromise resolved issues between which two plans? The answer is: New Jersey Plan and the Virginia Plan. During Assessment: The instructor will walk around the room during the class activity to make groups are working diligently and cooperatively. Post-Assessment: Students will answer questions as a class provided by the instructor. (See attachment B)

learning objectives and assessments are appropriate for the students based on their contextual factors.

Accommodations: Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed. Materials: Activity worksheet (A letter from James Madison) Activity tally sheet PowerPoint on Government Beginnings 1 sheet of notebook paper Pencil/pen Procedures:

1. Students will begin class when the bell rings. There will be a bell ringer on PowerPoint on the board for students to complete. The questions to the Bell ringer will be: The threefifths compromise deals with what? The answer is slavery. The second questions will be: The Great Compromise resolved issues between which two plans? The answer is: New Jersey Plan and the Virginia Plan. The third and final question will be: How many delegates did SC send to the Constitutional Convention? 2. Students will then listen to a PowerPoint lecture created by the instructor on the four men from South Carolina at the Constitutional Convention and their contributions along with information pertaining to the Three-Fifths Compromise and the Great Compromise. Questions will be asked that pertain to the information. Students will answer questions such as: a. Who were the four South Carolina men at the Constitutional Convention? b. Why was John Rutledge important? c. How was the Great Compromise formed? d. Which compromise dealt with the issue of slavery? e. What did the Three-Fifths Compromise do? f. Which plan did the bigger states favor? g. Which plan did the smaller states favor? 3. Students will then be split up into 12 teams. The students will be assigned a state that was represented at the Constitutional Convention. (Rhode Island was not present) 4. The students will complete the given activity sheet by the instructor (2 pages) in their groups. 5. The students will then answer one group at a time the questions given. The rest of the class will use the Tally Sheet given to them by the instructor to mark what each state believed. 6. At the end of the activity, the instructor will ask questions to tie the activity into the lesson. Activity Analysis: In this lesson, students will not make use of technology. However, the instructions will be on PowerPoint as well as background information for the students to have in order to complete the activity. The activity for this lesson aligns with my learning objective, which is: Students will be able to identify the four members of the 1787 Constitutional Convention from South Carolina. Students will work in groups to form understandings of how the Three-Fifths Compromise and the Great Compromise led to the ratification of the United States Constitution and the difficult task the delegates faced when determining how to count slaves for purposes of government representation. The activity and learning objective align because the activity reinforces information on the Three-Fifths Compromise and the Great Compromise. The point of the activity is for the students to understand how difficult of a task the delegates faced when trying to establish our government while addressing the issues of slavery and state representation. References: (n.d.). Retrieved October 20, 2013, from http://www.archives.gov/exhibits/charters/constitution_history.html

(n.d.). Retrieved October 21, 2013, from http://ssecamoreperfectunion.com/PDFs/C (13Oc3)onstitutional_Convention_Lesson_Plan_Web_Version_by_Pavao.pdf (n.d.). Retrieved October 21, 2013, from (1) http://www.archives.gov/exhibits/charters/constitution_founding_fathers_south_carolina. html

Teacher Candidate: Sabrina Cheek Subject/Grade: SC History/8th grade Date and Time of Lesson: Thursday, October 31, 2013 10:09/11:26 am

Lesson # 3

Learning Objective: After listening to a PowerPoint lecture as well as hearing a primary account from a former slave, and reading a newspaper article on the cotton gin students should be able to write a journal entry as if they were a slave on a plantation in the Antebellum South. In their journals, students should reference the treatment of African-American slaves pre-Civil War as well as the cotton gin and how it institutionalized slavery in the Deep South. Alignment with Standards: State Standard: Standard 8-4: The student will demonstrate an understanding of the multiple events that led to the Civil War. o Indicator: 8-4.1 Explain the importance of agriculture in antebellum South Carolina, including the plantation system and the impact of the cotton gin on all social classes. EEDA Standard(s) (1) agriculture, food, and natural resources SSCA Element(s): This lesson focuses on how harsh treatment of one group of people led to the Civil War. Common Core Standards: 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. NCSS Standards: (2) Time, Continuity, and Change; (4) Individual, Development, and Identity. Developmental Appropriateness or Cross-curricular connections: This learning objective is appropriate because it enables the students to think about what they have heard and seen to make a logical journal entry based on the information they have been given. In order to write about how slaves would have been treated on a plantation, they must understand the harsh treatments that slaves went through. This is a cross-curricular activity because it involves writing which is essential in an English-Language Arts class. Assessment(s) of the Objectives: What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Students will write down all information they have previous knowledge of about slavery in the Antebellum Use of Formative Assessment This assessment will inform the instructor of student writing skills as well as students ability to understand and

After listening to a PowerPoint lecture and short video on slavery in the Antebellum South, students should be able to write a

journal entry as if they were a slave on a plantation in the Antebellum South. In their journals, students should reference the treatment of AfricanAmerican slaves pre-Civil War.

South. During-Assessment: Students will answer questions given to them by the instructor to aid in understanding the material after the PowerPoint lecture. Post-Assessment: Students will write a journal entry that includes experiences slaves had on plantations in the South. Students should include in their journal, treatment and personal life.

appreciate primary text.

Accommodations: Accommodations for students will be made as needed. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed. Materials: Power Point on Slavery in the Antebellum South Notebook Paper Pencil Interview of Harry McMillan Article on the institution of slavery and the cotton gin Question on the cotton gin made by the instructor Procedures: 1.) Students will begin class with a bell ringer activity. Students will write down everything they know about slavery and slave treatment on a sheet of notebook paper. 2.) Students will then take notes and listen to a PowerPoint lecture given by the instructor. (20 minutes). 4.) The instructor will then read a short interview from Harry McMillan on his experience as a slave. 5.) The instructor will also show a newspaper article on the cotton gin and the institution of slavery. The instructor will read this article out loud, while it is being shown on the PowerPoint to the students. The students will then answer questions pertaining to the article. (Attachment A) 6.) Finally, students will write down a journal entry on what they think it would have been like to have been a slave during the Antebellum South. This will be turned in at the end of the day for assessment purposes. Activity Analysis: (must show use of TWS 1 data) Technology will be used in the lesson through use of a PowerPoint as well as a video on slavery. Technology will aide in student understanding of the material presented. The first activity

students will be assigned is a pre-assessment activity in which students will write down everything they know about the institution of slavery and how slaves were treated in the antebellum South. The second activity students will be assigned is the post-assessment in which students will write a journal entry that explains how they believe slaves would have been treated in the Antebellum South. The students must reference treatment of slaves and may also mention the use of the cotton gin that aided farming to come to the up-country of South Carolina. The primary source activity in which the instructors read two primary sources pertaining to the slavery and the cotton gin will aid in students understanding that the cotton gin institutionalized slavery in the deep South. This activity is important because of the new Common Core standards which require students to understand primary sources. Students will also answer questions based on this assignment to aid them in their post-assessment. References: (n.d.). Retrieved October 2013, 29, from http://www.freedmen.umd.edu/mcmilln.htm (n.d.). Retrieved October 28, 2013, from http://www.freedmen.umd.edu/mcmilln.htm (n.d.). Retrieved October 28, 2013, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=7&ved=0 CF8QFjAG&url=http%3A%2F%2Fwww.tahfp.udel.edu%2Fwpcontent%2Fuploads%2F2012%2F06%2FCotton_Gin__McCormick_Group_Grade_8.pdf&ei=Jy9xUp_bBurLsQSugoGoBQ&usg=AFQjCNGL urox2gKS-x2jIXr8Ma3v (n.d.). Retrieved October 28, 2013, from www.thefreedictionary.com

Teacher Candidate: Sabrina Cheek Subject/Grade: SC History/8th grade Date and Time of Lesson: Tuesday, November 12, 2013/10:09-11:26 a.m.

Lesson #4

Learning Objective: After taking notes on a PowerPoint lecture, watching two videos, and listening to the Star Spangled Banner, students should be able to write 1-2 sentences summarizing the importance of the War of 1812. Alignment with Standards: Identify the source and list standards (local, state, and/or national) that align with the learning objective. EEDA Standard(s) (3) arts, audio-video technology, and communications; (11) law, public safety, and security; (13) government and public administration SSCA Element(s): Students will understand how Napoleons actions caused strife for the United States and Great Britain. Students will also recognize how Great Britains refusal to leave their forts in the United States was like being a bully and harassing the Americans and the Native Americans to fight against the United States. State Standard 8-3: The student will demonstrate an understanding of South Carolinas role in the development of the new national government. o SC Indicator 8-3.4: Analyze the position of South Carolina on the issues that divided the nation in the early 1800s, including the assumption of state debts, the creation of a national bank, the protective tariff and the role of the United States in the European conflict between France and England and in the War of 1812. NCSS Standards: (2) Time, Continuity, Change (3) People, Places, Environment (6) Power, Authority, and Governance (9) Global Connections Common Core Standards: 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 7. Integrate visual information with other information in print and digital texts.

Developmental Appropriateness or Cross-curricular connections: The learning objective for this lesson is appropriate for this class because it highlights the War of 1812 and its importance in renewing the American spirit. This lesson also integrates the use of cooperative learning which is important in every aspect of life. Students will also write which is important for the English-Language Arts curriculum. This lesson also involves the Common Core Standard which uses technology in the classroom in order to enhance learning. This lesson is not extremely easy nor is it extremely difficult. This lesson meets the needs of all students in the classroom by allowing them to work with partners to come to a common answer. Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the Objective(s) Pre-Assessment: Students will answer questions for a bell ringer. a. Who fought the War of 1812? b. T/F The War of 1812 was also known as the Second War for Independence? During-Assessment: Students will answer questions at the end of the PowerPoint and videos. Post-Assessment: Students will write 1-2 sentences summarizing the importance of the War of 1812 on the United States.

Use of Formative Assessment I will look at this data to see how my students are performing on their writing abilities. This data will also be used to see if students comprehend the information.

After taking notes on a PowerPoint lecture, watching two videos, and listening to the Star Spangled Banner, students should be able to write 1-2 sentences summarizing the importance of the War of 1812.

Accommodations: Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed. Materials: PowerPoint on the War of 1812 Dolly Madison video from history.com War of 1812 video from history.com The War of 1812 & The Star Spangled Banner handout Pencil Notebook Paper Procedures: 1. Students will begin class with a bell ringer consisting of two questions: a. Who fought the War of 1812? b. T/F The War of 1812 was also known as the Second War for Independence? 2. Students will then be given a PowerPoint lecture that includes two videos: Dolly Madison and the War of 1812 summary from history.com. During the PowerPoint, students will also hear the Star Spangled Manner and see the lyrics to the song. Students will answer questions based on the PowerPoint, lecture, and videos. a. What were the causes of the War of 1812? b. Which countries fought during the War of 1812?

c. Why is Dolly Madison important? d. What was the end result of the War of 1812? e. Why was the War of 1812 important for the United States? f. Who wrote the Star-Spangled Banner? g. When the Star -Spangled Banner written? h. Why it the Star-Spangled Banner important? 3. Students will then be split up into pairs and handed a handout that highlights the War of 1812 and the Star-Spangled Banner. Students will answer four questions after reading the handout. This will be the post-assessment. a. What problems did Great Britain have that led it towards the War of 1812? b. What problems did the United States have the led it towards the War of 1812? c. Washington, D.C. was a small town during the War of 1812. It was not an important port and the United States army was not stationed there. Discuss why the British attacked Washington, D.C. What motivated them to burn the city? 4. Students will turn in their papers when the bell rings. I will review the post-assessment with the bell ringer to see if students understood why the War of 1812 is important to South Carolinas history. Activity Analysis: Activities used in this lesson include viewing two different videos as well as listening to the StarSpangled Banner. These videos on Dolly Madison and the War of 1812 are used for technological purposes to enhance knowledge of the material given to the students. These videos are appropriate for students and are grade friendly. The second activity involves students working in pairs in order to read a summary of the War of 1812 and answer questions that pertain to the lesson. The third activity students will complete is writing 1-2 sentences that summarizes the War of 1812 and its importance for American spirits. These activities are appropriate because they are grade-level friendly and highlight the most important aspects of the War of 1812 for a South Carolina history course. References: (n.d.). Retrieved November 2011, 2013, from http://www.si.edu/Encyclopedia_SI/nmah/images/banner.jpg history.com. (2013). Retrieved November 11, 2013, from History: http://www.history.com/topics/war-of-1812/videos#americans-and-british-face-off-inwar-of-1812 Services, A. T. (2013). history.com. Retrieved November 11, 2013, from History: http://www.history.com/topics/war-of-1812/videos#dolley-madison-saves-washingtonsportrait

Teacher Candidate: Sabrina Cheek Subject/Grade: SC History/8th grade Date and Time of Lesson: Thursday/10:09-11:26 a.m.

Lesson #5 (Showcase Lesson)

Learning Objective: After listening to and taking notes on a PowerPoint lecture, reading slave codes pre-Civil War, and watching a short video on the growth of the abolitionist movement, students should be able to act as an abolitionist in order to write a letter to the governor of South Carolina explaining why these codes are unfair and what should be done about them.

Alignment with Standards: EEDA Standard(s): (13) government and public administration SSCA Element(s): Students will understand how the slave codes set by the Southern government were unfair and by todays terms would be considered bullying. NCSS Standards: (3) People, Places, and Environment; (4) Individuals, Groups, and Institutions; (10) Civic Ideals and Practices Common Core Standards: (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. (7) Integrate visual information with other information in print and digital texts. South Carolina State Standard 8-4: The student will demonstrate an understanding of the multiple eve3nts that led to the Civil War. o SC Indicator 8-4.2: Analyze how sectionalism arose from racial tension, including Denmark Vesey plot, slave codes, and the growth of the abolitionist movement. Developmental Appropriateness or Cross-curricular connections: The learning objective is appropriate because it involves cooperating learning which is essential in all subjects. It also involves English-Language Arts. This lesson also incorporates Common Core Standards as well as NCSS Standards. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Students will answer questions listed in the procedure for their bell ringer. During-Assessment: Students will view slave codes and answer probing questions by the instructor. The students will also help the instructor write a sample Use of Formative Assessment The data gathered from this lesson will help the instructor write the Teacher Work Sample. The instructor will also see how students writing skills have progressed throughout the clinical.

After viewing a documentary on slave codes, and taking notes on a PowerPoint lecture, reading slave codes pre-Civil War, and watching a short video on the growth of the abolitionist movement, students should be able to act as an abolitionist in

order to write a letter to the governor of South Carolina explaining why these codes are unfair and what should be done about them.

letter to the governor about slave codes. Post-Assessment: Students will write a letter to the governor of South Carolina explaining why they believe slave codes are harsh and what should be done about them.

Accommodations: Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed. If students finish early, I have an extra activity in which students can complete.

Materials: Promethean Board Notebook Paper Pencil/Pen Video from history.com PowerPoint on Slave Codes and the Abolitionist Movement Microsoft Word document on Slave Codes from different states Crossword Puzzle (for early finishers) Procedures: 1. Class will begin when the bell rings. Students will come in and sit down and take out a sheet of notebook paper and answer the questions to the bell ringer on the Promethean Board. Students will write down everything that comes to mind with the expressions: SLAVE CODES and ABOLITION. 2. Students will then takes notes on a PowerPoint lecture given to the students by the instructor. Students will also view a video on history.com which highlights the abolitionist movement as well as a video that highlights Denmark Veseys contribution to unite slaves in the South. 3. Students will get a chance to see different slave codes by different states. The instructor will pull these up on the Promethean Board and give students a chance to look at them and discuss them as a class. Questions asked during this activity will include: a. Which code do you find most interesting? Why? b. Do you think any of these codes are fair? c. Why would the South have these codes? 4. The instructor will then give the students the instructions for writing a letter to the

governor of South Carolina. The instructor will write on the board as the students tell her what to put in the letter. 5. The instructor will then have the students write a letter individually. The letter will be taken up by the instructor and graded with a rubric. This will be the post-assessment. Activity Analysis: (must show use of TWS 1 data) The first activity for this lesson is to have students look at slave codes and discuss them as a class. Simply lecturing on slave codes and how harsh they were does not give the students enough information to fully grasp the concept. By showing the actual slave codes, students can interact with each other and talk about them. By allowing students to use cooperative learning, they can get others perspectives on the codes as well as their own. The second activity for this lesson is to have students act as an abolitionist and write a letter to the governor of South Carolina explaining why the slave codes are unfair and what should be done about them. Students may also reference the Denmark Vesey plot to show how both the slaves and the abolitionist were growing tired of having slavery in America. Both of these activities are appropriate because they integrate EnglishLanguage Arts and cooperative learning which I believe my students can benefit from. The activities align with the standard and the indicator. References:

history.com. (2013). Retrieved November 13, 2013, from History: http://www.history.com/topics/slavery-iv-slave-rebellions/videos#abolition-and-theunderground-railroad Youtube. (n.d.). Retrieved November 13, 2013, from http://www.youtube.com/watch?v=j05sCUvzKQ0

Technology was used in all five of my lessons including my Showcase Lesson. The activities used for each lesson are included in each lesson plan. There are at least two activities per lesson plan. All of my lessons included EEDA Standards as well as Safe School Climate Act elements. For my first lesson on Pirates, the activities were based off of these learning objectives: L.O.1 Students will be able to distinguish among important figures of history (pirates) and their effect on the economy of South Carolina as a newly formed colony. L.O.2 Students will be able to write a paragraph on a Pirate, assigned to them by the instructor, based off of computer research done in the lab and the PowerPoint given by the instructor. The first activity that students completed was the researching of a Carolina Pirate given to each student by the instructor. The students used technology in order to answer questions about their given Pirate. The second activity of this lesson was the short paragraph that each student wrote based on their research. The reason why I chose this activity for the lesson was because it is important for the students to be able to put their research in correct, coherent, and clear sentences in order to form a readable paragraph. Technology was a major component of this lesson because students gained their information about their pirate in the computer lab in partners. The EEDA standard used in this lesson was (16) transportation, distribution, and logistics. The students also used cooperative learning in this lesson. The Safe Schools Climate Act was used in this lesson by focusing on behaviors needed in a lab. Students respected each others opinions and worked together to research the historical figure chosen by the instructor. The second lesson I taught was establishing a Government. The EEDA Standard incorporated into this lesson was Career Cluster 13: Government and Public Administration. The Safe Schools Climate Act element incorporated into this lesson was that students should

understand how the Founding Fathers treated each other with respect at the Constitutional Convention. The learning objectives for this lesson were: L.O.1 Students will be able to identify the four members of the 1787 Constitutional Convention from South Carolina. L.O.2 Students will work in groups to form understandings of how the Three-Fifths Compromise and the Great Compromise led to the ratification of the United States Constitution and the difficult task the delegates faced when determining how to count slaves for purposes of government representation. In this lesson, students did not make use of technology. However, the instructions were on PowerPoint as well as background information for the students to have in order to complete the activity. The first activity for this lesson was to break up in their given states and pretend to be delegates of the state at the Constitutional Convention. The purpose of this activity was for the students to understand how difficult of a task the delegates faced when trying to establish our government while addressing the issues of slavery and state representation. The second activity of this lesson was filling out the chart that accompanied the activity while the other students told about their states. At the end of this activity, students had to answer questions given to them by the instructor that were based of this activity. These questions included: (1) According to the tally sheet, which states favored the Virginia Plan? Which state favored the New Jersey Plan? (2) According to the tally sheet, were the states divided about slavery? How did you determine that? (3) At the Constitutional Convention, how did the slave compromise attempt to settle the different opinions regarding slavery? (4) Was there a noticeable difference on the issue between large and small states? How about between southern and northern states? (5) How did the Great Compromise settle differences between the New Jersey Plan and the Virginia Plan?

The third lesson I taught was on slavery. The EEDA standard incorporated into this lesson was agriculture, food, and natural resources. This was explained by showing how the Cotton Gin was used for agriculture reasons. Safe Schools Climate Act was incorporated into the lesson by informing students how a prejudice against one skin color (African-Americans) as slave labor led to the Civil War. The learning objective for this lesson was: After listening to a PowerPoint lecture as well as hearing a primary account from a former slave, and reading a newspaper article on the cotton gin students should be able to write a journal entry as if they were a slave on a plantation in the Antebellum South. In their journals, students should reference the treatment of African-American slaves pre-Civil War as well as the cotton gin and how it institutionalized slavery in the Deep South. Technology was used in the lesson through the use of a PowerPoint as well as a video on slavery. Technology aided in student understanding of the material presented. The first activity students were assigned was a pre-assessment activity in which students will wrote down everything they knew about the institution of slavery and how slaves were treated in the antebellum South. The second activity students were assigned was the post-assessment in which students wrote a journal entry that explained how they believed slaves would have been treated in the Antebellum South. The students had to reference the treatment of slaves and also had to mention the use of the cotton gin that aided farming to come to the upcountry of South Carolina. The primary source activity in which the instructor read two primary sources pertaining to the slavery and the cotton gin aided in students understanding that the cotton gin institutionalized slavery in the Deep South. This activity was important because of the new Common Core standards which require students to understand primary sources. Students also answered questions based on this assignment to aid them in their post-assessment.

My fourth lesson focused on the War of 1812. The EEDA standard incorporated into this lesson was government and public administration and the Safe Schools Climate Act was incorporated by allowing the students to understand how Napoleons actions caused strife for the United States and Great Britain. Students also recognized how Great Britains refusal to leave their forts in the United States was like being a bully and harassing the Americans and the Native Americans to fight against the United States. The learning objective for this lesson was: After taking notes on a PowerPoint lecture, watching two videos, and listening to the Star Spangled Banner, students should be able to write 1-2 sentences summarizing the importance of the War of 1812. Activities used in this lesson included viewing two different videos as well as listening to the Star-Spangled Banner. The videos on Dolly Madison and the War of 1812 were used for technological purposes to enhance knowledge of the material given to the students. These videos were appropriate for students and grade friendly. The second activity involved students working in pairs in order to read a summary of the War of 1812 and answer questions that pertained to the lesson. The third activity students completed was writing 1-2 sentences that summarized the War of 1812 and its importance for American spirits. These activities were appropriate because they were grade-level friendly and highlighted the most important aspects of the War of 1812 for a South Carolina history course. My fifth lesson as well as my showcase lesson was based on Slave Codes and the Abolitionist Movement. In order for students to understand this lesson that had to recall information gained during my third lesson on the Institution of Slavery. The EEDA standard incorporated into this lesson was power and government administration. Safe Schools Climate Act was incorporated into lesson was teaching the students how the slave codes set by the Southern government were unfair and by todays terms would be considered bullying. The

learning objective for this lesson was: After listening to and taking notes on a PowerPoint lecture, reading slave codes pre-Civil War, and watching a short video on the growth of the abolitionist movement, students should be able to act as an abolitionist in order to write a letter to the governor of South Carolina explaining why these codes are unfair and what should be done about them. The first activity for this lesson was to have students look at slave codes and discuss them as a class. Simply lecturing on slave codes and how harsh they were does not give the students enough information to fully grasp the concept. By showing the actual slave codes, students could interact with each other and talk about them. By allowing students to use cooperative learning, they can get others perspectives on the codes as well as their own. The second activity for this lesson was to have students act as an abolitionist and write a letter to the governor of South Carolina explaining why the slave codes are unfair and what should be done about them. Students were also instructed to reference the Denmark Vesey plot to show how both the slaves and the abolitionist were growing tired of having slavery in America. Both of these activities were appropriate because they integrated English-Language Arts and cooperative learning which I believe my students benefited from. All five of my lessons aligned with a NCSS Standard, a State Standard, as well as a South Carolina Indicator. I also incorporated Common Core Standards, EEDA, and Safe Schools Climate Act in all five of my lessons. All of my lessons incorporated some form of use of technology whether it be the computer lab, the Promethean Board, videos, or a simple PowerPoint in order to enhance students understandings. Imagery was also used in the PowerPoint to focus students attention to the board and to give meaning to the words on the screen.

Attachment A: 1. Who were the four South Carolina men at the Constitutional Convention? 2. How was the Great Compromise formed? a. From which two plans? 3. What compromise dealt with the issue of slaves in population count? 4. What did the Three-Fifths Compromise do? 5. Which plan did the bigger states favor? 6. Which plan did the smaller states favor?

Attachment B: 1. According to the tally sheet, which states favored the Virginia Plan? Which states favored the New Jersey Plan? 2. According to the tally sheet, were the states divided about slavery? How did you determine that? 3. At the Constitutional Convention, how did the slave compromises attempt to settle the different opinions regarding slavery? 4. Was there a noticeable difference on the issue between large and small states? How about between southern and northern states? 5. How did the Great Compromise settle differences between the New Jersey Plan and the Virginia Plan?