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Socail Studies Lesson Plan
Socail Studies Lesson Plan
Grade Level/Subject:
Central Focus:
rd
3 Grade/ Social Studies
Historical perspectives
Essential Standard/Common Core Objective:
Date submitted: 3/11/15
3. H.2.2 Explain how multiple perspectives are portrayed
Date taught:
3/13/15
through historical narratives.
Daily Lesson Objective:
The students will know that historical events have multiple perspectives and will be able to
explain why it is important in their own words and provide examples.
21st Century Skills:
Academic Language Demand (Language Function and
Communication and Collaboration,
Vocabulary):
Critical Thinking and Problem
Language Demand:
Solving
Language Function:
Vocabulary: Perspective, multiple perspective, point of
view, traditions, historical events.
Prior Knowledge: Students have been working on historical perspectives for few days know they
have a general knowledge about historical perspectives, multiple perspectives and what it
means. They have also an understanding that historical events will have more than one
perspective.
Activity
2. Statement of
Objective
for Student
3. Teacher Input
Time
3
minutes
1
minute
25
Minutes
4. Guided Practice
10
minutes
5. Independent
Practice
6. Assessment
Methods of
all
objectives/skills:
7. Closure
to think how does the Encounter book point of view affect how
you think about the characters? Do they affect you the same
way or differently? (students answer) Okay well I noticed that
both perspectives show that Native Americans are being
taken, so I think I could but that in the similarities part. What
do you think? Does anyone have any questions? Okay, lets
get started!
While the students are working in partners filling out their
Venn diagrams the teacher will be walking about scaffolding
with students. If students are stuck the teacher will help
guide students to figuring out points. She will ask questions
like, how was Christopher Columbus seen in the book? Did his
character seen the same in the video? She will also be
making sure students are staying on task and understand
what they are to do.
Teacher says, Now that you have learned about the
perspective from both sides of the stories you are to answer
the following questions by yourself. The first questions asks
you to give an example of an event and give two different
10
perspectives from it. The second question asks you to answer
minutes
why is it important for us to learn about multiple perspectives
of historical events? You are to write at least 3 sentences
explaining your reasoning for each question. Does anyone
have any questions? Alright, you may begin.
Students learning will be assessed by both formative and summative
assessments. Throughout the lesson I will be taking a formative
assessment by asking students questions during the teacher input and
guided practice sections of the lesson. During the guided practice, I will
also be referring to the Venn diagram as a formative assessment. I will
use the question from the independent practice as a summative
assessment. Student will individually answer the questions. Students
are to have answered the questions with at least 3 sentences that are on
topic, to gain full mastery which would be a 3 out of 3. Partial mastery
would be having 2 sentences which would be a 2 out of 2. Anything less
would lead to the mini lesson with struggling students.
Once everyone has finished their work, the teacher will ask
students to chair their answer from the independent practice
section. As a class the students will discuss the importance of
learning about multiple perspectives. The teacher will wrap up
3-5
the discussion by saying that Multiple perspectives are
minutes
important because they allow us to see more than one point
of view. If we only saw one perspective of a story we would
not be able to fully understand what was happening.
8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
Student/Small Group
Modifications/Accommodations:
Materials/Technology:
Book: Encounter By Jane Yolen
Brain Pop Video on Christopher Columbushttps://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/preview.we
ml
Smart board or any technology that can show Brain pop video to whole class.
Venn Diagram Worksheet-1 for each pair of 2. Around 11 copies needed for this class.
Multiple Perspectives -Assessment worksheet-1 for each student. 22 copies needed for this class.
References: All ideas used in this lesson were all created by me with help from Encounter By Jane
Yolen and Christopher Columbus Bain pop video.
Reflection on lesson:
Overall, I think this lesson went really well considering it was my first lesson I taught during my
IMB.
I did have a few obstacles though that I had to adjust out on my original lesson plan though.
First thing I had to adjust to my lesson was that I had to realize that I would not be able to teach
it all at one time because even though there is an hour for social studies at the end of the day it
goes by really fast because the students need time to pack up and stuff at the end of the day. I
worked it out with my teacher that I would read the book Encounter during the classes
designated reading times which is if they had time after they got back from math and then after
recess and lunch. I was able to introduce my lesson and read the book during this time which
worked great because once they got back from specials the students were excited for me to keep
teaching them. During the actually social studies hour block I was able to do the rest of my
lesson as plan. This wasnt a hard adjustment for me because I had time to talk to my CT and
see how I could fit it in which she was more than willing to help. The second adjustment made
me a little worried at first. I was told day of teaching my lesson that it was technology day and
my teacher forgot all about it. She wanted me to make sure the use of technology could be done
as much as possible. I was already planning on using the smart board to play a brain pop video
which worked well, but she said I should add more. Well since the school is a STEM school, I had
a lot of resources available to me to make this adjustment possible because the students each
have a Chromebook. The teacher helped me turn on of the worksheets I had planned into a
google document that the students could type their responses in rather than hand write. This
worked great because the students answers turned into a spreadsheet format and I wouldnt
have to worry about collecting all the sheets from the students.
A few things happened during my lesson that I later realized I could learn from.
The first thing that happened was when I was reading the book to the class. I had all the
students sitting on the carpet in front of me so I could read the book Encounter to the whole
class. I would read a few pages and ask students comprehension questions to go along with the
book. On one page it talked about how the Native Americans were having a feast for the
unknown people (Christopher Columbus) and that they shared tobacco with them. Well after I
said that I had asked the students to talk to me about what was happening. I was hoping
students would respond with feedback like they were welcoming and sharing their stuff with the
new people, while the other people werent sharing anything. Instead I had one student raise
their hand and tell me that he thinks this book isnt appropriate for me to be sharing to the class.
I didnt know what to do, the teacher was sitting at her desk and stopped what she was doing to.
I was recommended to by another third grade to use this book at the school, so I didnt think
anything of saying the word tobacco. Well, before I could even do anything the students two
best friends raised their hand and told their friend a bunch of reasons why this book is
appropriate. One comeback that the student shared was that back then they didnt know
tobacco was bad for you. I was relived and so happy that these students understood that
learning about these things is a part of history. Later on the CT and I talked about it and
discussed how great of an experience I had been through. One last thing that happened during
my lesson is that I noticed that the students seemed to struggle when filling out their compare
and contrasting worksheets. Many of the students started to compare Christopher Columbus and
the Indians rather than compare their perspective of the whole event. I am not sure if they
completely understood the assignment. I now know that its important to make sure that
students really understand what they are being asked to do and I should have them restate it.
The independent assignment went a lot better. The students really seemed to understand what
perspectives mean and were able to give great examples using two different perspectives. When
it came to answering the question about why multiple perspectives are important in historical
events many students hand an understanding of why it is, while some did not.
Multiple Perspectives
Directions: Answer the following question using at least 3 sentences.
1. Give an example of an event and give two different perspectives.