Very good!!

14/15 for plan (just -1 for UDL...could have have been more developed)
18/18 for implementation. Excellent.

Here is the link for your lesson’s video:

https://towsonu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=24733b1d-8edd-4392-
b9ea-a9b200e88ff0

Lesson Plan
Teacher’s Name: Connor Smith, Laurel Wenzel, Emma Wynkoop Commented [1]: all three of you have great teacher
voices/presence.
Date: 12/10
Grade Level: 9th you all spoke clearly, loudly, and professionally.
Subject Area: History your plan is very well-developed with strong tech and
Standard(s): UDL implementation. Excellent.
● MD Common Core Standard: CCR Anchor Standard #1 : Read closely to determine
what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
● ISTE-NETS-Students: Empowered Learner: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals,
informed by the learning sciences.
● Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Learning Objectives:
● CCSS: Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding
of the text as a whole.
● Bloom’s Taxonomy: Analyzing (Breaking information down into its component
elements).
● Students will be able to identify primary and secondary sources.
● Students will read primary source documents to interpret for historical context. Commented [2]: Good

Assessments:
Formative:
- Primary vs Secondary source quiz
 - Included in PearDeck interaction on our slideshow presentation, includes
photographic questions, written true/false, and multiple choice representations of
questions.
- Written document analysis worksheet.
(https://www.archives.gov/files/education/lessons/worksheets/written_document_analysis
_worksheet.pdf)
- Photographs analysis worksheet.
https://www.archives.gov/files/education/lessons/worksheets/photo_analysis_worksheet.
pdf
- Students will have an option during the lesson of analyzing either a written
document or a photograph, which will be supplied by us, using checklists (linked
in the presentation digitally as well as physically printed) for each format.
Summative
- Exit ticket- what did you learn?
- Interactive space to draw or type a short explanation of something students
learned, any questions they may still have, or any insightful comments they wish
to share. Ticket will be included in PearDeck on our presentation.
- Out of class assignment-
- Students will have three options of representation to convey the same information
learned. To express understanding and creativity of historic primary sources, they
will have a choice of creating a written assignment analyzing a source of their
choice, a poster (digital or physical) mimicking the propaganda shown as
examples in class, or a digital storytelling presentation on the perspective of a
soldier/civilian/leader in relation to a historic event using what students can
analyze from a document.
- Objective: by viewing primary sources, understand the impact of propaganda on
morale from an Allied or Axis, Foreign or Domestic perspective.
·

Teaching Materials: You will include a list of ALL the materials you need
- Peardeck
- Reliable wifi
- Google slides/documents
- Online documents
- Physical handout of checklist and hard to read example source (speech)
- Computers (student or classroom set)
- ThingLink

Anticipatory Set
Pre-lesson discussion- do you already know the difference between primary and secondary
sources and can you identify examples? Quiz questions on PearDeck Commented [3]: good

Procedures: Part of your procedures will be narratives/comments to explain the following:

***Elaborate***
1. Give students access to PearDeck for presentation: Laurel
When we start the lesson, we will open up our Google Slides presentation. After Commented [4]: I really like the PearDeck! I also like
we introduce ourselves, the title slide of our presentation will introduce our topic that you immediately incorporated a formative
assessment after the video.
and what subjects we plan to focus on. The next slide gives students access to
the code needed to join the PearDeck program embedded in our presentation.
PearDeck is an interactive tool that allows students to follow along with the
presentation on their personal screens, benefiting those who have trouble seeing
or paying attention to the main board. It also allows students to participate in quiz
questions and respond to checks for understanding, giving instant feedback to
the teacher and giving a place for students to display knowledge even if they do
not want to share verbally with the class. (1-3 minutes)
2. Google slides about primary vs secondary sources Laurel Commented [5]: Good looking presentation!
After we check the room to ensure that every student has gained access to the
presentation on their respective devices, we will transition to the next slide.
Before we start the video, we will ask the class in a pre-lesson anticipatory
discussion if they already know anything about primary vs secondary sources in
history (differences, examples of each, importance in historical learning, etc.).
After allowing time for response and discussion, we will begin the video to give a
very short overview of the topic and cover any information not included in the
“pre-test” discussion that students will need to understand for today’s lesson. We Commented [6]: I like the idea of the video, but keep
will take a pause for questions and check for comprehension. The video provides in mind that for students who are unable to
read/blind/ELL, this video would be tough.
multiple means of representation of the information we need to convey to Think about if other videos with multi means of
students (visual, written, included pictures of examples), and can be representation might be available.
supplemented by clarification from the teachers if needed. (5 minutes)
3. Peardeck quiz (short) about examples of primary vs secondary Laurel
To transition from the informative video, we will announce that we will be
checking the class’ understanding with a short quiz built in to Peardeck. This
method of a formative assessment will be beneficial to the teachers as it will let
us know what parts of the lesson, if any, students are struggling with and need
extra clarification on. The questions are simple to access as they are already
embedded in the slideshow. The questions themselves provide multiple means of
checking knowledge, through the different formats (true/false, multiple choice)
and multiple representations of the questions (written only or picture included).
Once we are satisfied that the class has correctly answered questions or
received clarification on missed questions, we will move on to guided practice as
a group. (5 minutes) Commented [7]: Very good (see my note above).
4. Transition into importance of primary sources to history- introduce checklists Emma
Now that students have a basic understanding from the video and quiz on the
differences between and varying importances/uses of primary vs secondary
 sources, we can shift the lesson to focus on how we will analyze primary
sources. Using guidelines from the checklists (for both written documents and
photographs), we will lay out the different strategies students can use and the
different key points they should look for in primary sources. This will give the Commented [8]: Nicely explained!
class the tool they needs to move to the independent practice later in the lesson,
as well as be able to understand and participate in the guided practice we will
lead during the Thinglink example, which we transition to next. (2 minutes)
5. Thinglink example for photo https://www.thinglink.com/scene/1121082569224355844
Emma Commented [9]: I LOVE that you used Thinglink here:)
Before moving on, we will ask if there are any questions from the class regarding Commented [10]: Perfect application. Think about how
the “toolkit” we just gave them for analyzing primary sources, as well as making you might have your students create their own
sure they know we can check back to it if needed and we will be guiding practice Thinglinks as a form of assessment.

with them. We can transition to the link in the presentation for the Thinglink,
encouraging students to follow along on the PearDeck to view it on their own
screens if they choose, for closer understanding, independent movement through
the Thinglink, or to simple see the page more clearly. Once on the page, we will
point out to students the general layout of the site, and ask if there are any key
points they notice about any of the “dots” that they would like to share comments
or guesses about before we click through each point as a class. (5-10 mins) Commented [11]: I am appreciative of the thought you
6. Give access to example documents Connor put into this tool.
Once we complete the guided walk through the Thinglink source, we will ask the
room if there are any questions or lingering misunderstandings and only move
onto the analysis practice once we are confident they understand these
concepts. To transition, we can move back to the slides presentation and begin
to introduce each document we have linked there. The students will have access
to these both on the screens in the classroom as well as on their own devices
through PearDeck. The students having access to the documents on every
screen, as well as the checklists/guidelines on the slide presentation, will aid
them through the analysis practice. (3 minutes)
7. Have students work on checklists to analyze source Connor
Once we are confident students understand the directions for the independent
practice, we will transition by giving digital and physical access to the checklists
from the National Archives for written and visual sources. Students will now be Commented [12]: Excellent
offered the time to analyze the sources as a group and decide whether the transition/assessment/activity to support your
objectives.
document is a primary or secondary source and how they came to their
conclusions. They will use evidence from the documents that align with certain Commented [13]: Excellent work in giving students
parts of the checklists, highlighting specific aspects to the photograph, written access to the digital resources as well as hard copy
resources.
document, and poster that demonstrates their reasoning. Students will work as a
group and analyze the documents together, discussing important points. (5-10
minutes)
8. Share results as a class, discuss how they came to these analyses Connor
After about 5-10 minutes of discussion, depending on the level of activity we
notice in the groups, we will bring the class back together and discuss each
document. Each group will receive a chance to identify whether each document
 was a primary or secondary source and how they came to these conclusions by
identifying specific points within each document that aligns with the source
checklist. The teachers will then provide the correct answers and pinpoint how
each document presents itself. (5-10 minutes)
9. Prompt a class discussion on the importance of what we learned today Emma
After the class has shared all their thoughts on the provided example documents,
and once the teachers have explained the correct answers, we will move on to a
more general closing discussion on the importance of the information discussed
in today’s presentation. The discussion will be guided by talking points layed out
in our slides, which include: Why is it important to know the difference between
primary and secondary sources in history? What benefits can each type of
source have to analyze a point in history? What kind of information can primary Commented [14]: You might want to consider asking
and secondary sources tell us about historical events? Other student points may students (at some point in this lesson) if/how they have
used different types of sources. This might help
be brought up organically through discussion, which will be also presented students make a strong(er) connection to the lesson.
through the student’s responses on an open-ended PearDeck response slide. (5
minutes)
10. Introduce out of class summative assessment Connor
Students will be offered 3 choices for an out-of-class summative assessment:
creating their own propaganda poster, a written assessment of a source of their
choice, or a digital storytelling highlighting how a citizen/soldier from a certain
time period would react to certain sources of propaganda. Students who choose
to create their own poster will gain experience on how a primary source
document is created for the sake of pushing an agenda, using tools that they
learned in class. Students who choose to assess a source of their choice will
gain experience analyzing primary or secondary sources, highlighting specific
traits to the document of their choosing that illustrates its validity. Finally,
students who choose to create a digital storytelling from the perspective of a
person exposed to a certain historical event. Emphasizing how someone living
through this event would react and respond to propaganda or documentation
based off of the event helps students understand how others could feel based on
their surroundings. (2 minutes) Commented [15]: Nice options for the assessment
11. Exit ticket- wiki based what you learned Laurel here. Think about how you might have included more
about UDL here.
In our first summative assessment (the only non-hypothetical one), we will ask
students to interact with the PearDeck space in our slides presentation and write
either a statement of what they learned, a question they may still have, or an
insightful comment they would like to add to the group. We will use this as a final
end-of-class method to assess what the class has learned or not learned from
our presentation, and answer or clarify questions if necessary. (5 minutes)
1) In what ways do these procedures account for equity issues?
Students will need access to devices for socrative and nearpod activities that will be
provided by the teacher. The lesson does not require devices at home.
2) In what ways do these procedures take into account digital citizenship? Commented [16]: since students were given an
opportunity to collaborate in real life/in Peardeck~ I
Digital Access- class set of computers, access codes to collaborative sites like might suggest for next time to remind students of
PearDeck used in lesson proper behavior.
3) At what LoTi level is the technology applied in this lesson?
Level 3- Students are applying information we’ve taught them to synthesize their
own conclusions about provided documents and use higher-order thinking to analyze them.

UDL Implementation Commented [17]: What you have here is correct and
good...but I would argue you incorporated even more
indicators than you have included here.
● Multiple Means of Representation:
Commented [18]: Just -1 point here because I think
○ Archives website offers multiple forms of media (visual, audio) that students can more could have been included here.
use. (2.5)
https://www.archives.gov/exhibits/powers_of_persuasion/audio/audio_files.html
○ Drawing on students’ background knowledge and application of identifying
primary and secondary sources is an option for comprehension (3.1)
○ The critical features of propaganda or primary/secondary sources are analyzed
(3.2)
● Multiple Means of Engagement:
○ Various forms of assessment and the opportunity for students to choose the best
suited for them (7.1)
○ Students can self-regulate and internalize what they’ve learned and use it to
identify modern-world examples (9.3)
○ Students have the opportunity to draw on more modern examples and make
relevant connections from the past to the present. (7.2)
● Multiple Means of Action and Expression:
○ Students are able to use different forms of media for assessments based on their
resources and preference. (5.2)
○ Instruction of lesson and assessments and the evaluation of sources is guided by
the teacher (6.3)
○ Students use different tools (nearpod, socrative, etc.) to answer questions and
facilitate their learning (4.1)

Closure:
https://www.archives.gov/exhibits/powers-of-persuasion
Out of class summative assessment:
● Create an original WWII era propaganda poster.
Or
● Writing assignment
Or
● Digital storytelling- summarize poster & effects, or give story from perspective of
soldier/civilian regarding poster’s content
 ● Objective: by viewing primary sources, understand the impact of propaganda on morale
from an Allied or Axis, Foreign or Domestic perspective.

Frederick Douglass High School - Baltimore City

Enrollment:
How many students attend?
907
Racial/ethnic makeup?
98-99% African American
Poverty level (FARMS)?
70% on FARMS
>95% of families in poverty (Title 1)
How many students have disabilities? Are ELL?
27% in special ed
0% ELL
Environment:
How large is the school?
907
What is the average home price in the area of the school?
$72,832 (Neighborhoodscout.com)
Mondawmin neighborhood: $29,308 (livebaltimore.com), $80,188 (point2homes)
Is student discipline an issue? Attendance rate?
Discipline: suspensions: 162 in 2016 to 17 in 2017 (restorative practices)
Attendendance rate: 60%
Performance:
How do students do on state tests?
Average SAT: 795
English PARCC: 1% met expectations
Math PARCC: 0% met expectations
Are they graduating from high school? Ready for college and workplace?
70% of class of 2017 graduated in 4 years