Lesson Plan 1: AYA Social Studies
YOUR NAME: Michelle Nolte
LESSON TITLE: Section 1: Kennedy and the Cold War
SUBJECT AREA: U.S. History
GRADE LEVEL: 10th grade
TIME ALLOCATION: 70 minutes
SS STANDARDS
(Ohio)
Topic: Historical Thinking & Skills
Students apply skills by utilizing a variety of resources to construct theses and support or refuse contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.
Content Statements:
1. Historical events provide opportunities to examine alternative courses of action.
2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
3. Historians develop theses and use evidence to support or refute positions.
4. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long and short term causal relations.
STANDARDS
(NCSS)
Time, Continuity, and Change
-Studying the past makes it possible for us to understand the human story across time.
-Knowledge and understanding of the past enables us to analyze the causes and consequences of
events and developments, and to place these in the context of the institutions, values, and
beliefs of the periods in which they took place.
ACADEMIC LANGUAGE
Content: John F. Kennedy, Fidel Castro, flexible response, Berlin Wall, hot line, Limited Test Ban Treaty
Pedagogical: communism, primary source, secondary source, recession, conservative, and liberal.
OBJECTIVES
Objectives:
1. Identify the factors that contributed to Kennedy’s election in 1960.
2. Describe the new military policy of the Kennedy administration.
3. Summarize the crisis that developed over Cuba.
4. Explain the Cold War symbolism of Berlin in the early 1960’s.
Cognitive domain:
-Students will complete guided notes during brief lecture and a few short videos.
Affective domain:
-Students will complete a “Tweet” sheet where they can express their feelings and opinions concerning key events.
Psychomotor domain:
-.Students will collaborate with one another in groups.
PROCEDURES: OVERVIEW
Essential Interdisciplinary Question: How did the Kennedy administration handle some of the most dangerous Soviet confrontations in American history?
Outline (in sequential order)
1. Anticipatory Set: (5 min) After students complete their pre-test they will be given a vocabulary word scramble to pique their interest in the content. The word scramble will serve as both an attention getter and as an activity between testing and lecture.
2. Pre-Assessment: (25 min) Students’ prior knowledge will be assessed using a chapter pre-test.
3. Presentation of Content: (35 min) Students will remain as a whole group as content from section 1 will be presented via a short power point presentation. Students will be randomly broken up into groups. In groups, students will discuss the: who, what, when, where, and significance of: the Bay of Pigs, the Cuban Missile Crisis, and the Berlin Crisis. Students will reassemble as a whole group. The Bay of Pigs’ groups will present their findings, which will be followed by brief lecture and video. This process will repeat for the Cuban Missile Crisis and the Berlin Crisis. A power point presentation will continue to finish the section. Students will be given a “tweet” sheet to complete in class reviewing the section.
4. Providing Feedback: Mr. Long and I will be providing feedback to students throughout the lesson. University of Akron students will also be providing feedback through their interactions with the students. Students will also have opportunities to ask questions.
5. Assessing Student Learning
a. Formative assessments: Pre-test
b. Informal assessments: Asking students questions, the “5 W’s” group activity, the “tweet” sheet activity, and a brief homework / extra credit assignment.
c. Summative assessment: An end of unit test will be administered. This test is primarily multiple choice with minimal short answer essays.
6. Closure: (5 min) Wrap up of days activities, asking students if they have any questions, and an introduction to the homework assignment.
ASSESSMENT: This lessons ‘5 W’s’ group activity aligns with NCSS Standard 2, time, continuity, and change. By comparing and contrasting conflict between the U.S. and the Soviet Union, students will be able to identify continuities over time in core institutions, values, ideals, and traditions. This lesson aligns well with knowing how to read, reconstructing and interpreting the past. This lesson struggles with helping students explore multiple sources through a more formal study, which would expand their understanding of the past. Group work encourages students to cooperate productively, which is a real world application.
DIFFERENTIATED INSTRUCTION: All worksheet / test directions will be printed as well as read aloud. Students will also be given guided notes for each section. Students requiring accommodations will be given extended time on tests. For students requiring modifications, there will be less distractors on multiple choice exams. Small and large group discussions, power point presentations, photos, videos, and discussions will target the different interests, experiences, and intelligences of the students.
RESOURCES/SUPPLEMENTAL MATERIALS
A. Teachers: Pre-test, laptop computer, vocabulary word scramble worksheet, guided notes, power point presentation, the “5 W’s” worksheet, the Bay of Pigs video, the “tweet” sheet activity, the political cartoon homework assignment and U of A students.
Students: Textbook, pen / pencil, and paper.
B. See attached.
RATIONALE & JUSTIFICATION
1.
Content: The selected content and core concepts are justified through content standards. NCSS Standard 2, time continuity, and change aligns throughout section one with the content. It is important to teach this content to students since it examines how the Kennedy administration handled some of the most dangerous Soviet confrontations in American History, thus setting precedent for future presidents. Linda Darling argues that “the social studies curriculum is built on a foundation of ethical commitments and beliefs” (2006). These ethical commitments are confronted throughout the Kennedy administration. The Bay of Pigs, Cuban Missile Crisis, and the Berlin Crisis were all commitments to “the preservation of democratic forms of life, peaceful resolution to conflict, and the promotion of social justice” (Darling, 2006). By learning the content, students will be exposed to the social injustice that Cubans and Berliners were subjected to. Furthermore, the content gives students a global perspective on history (Merryfield and Subedi, 2006).
2.
Pedagogy: Teaching will be student centered. Students will be engaged in the content through group activities, which will further their understanding of content knowledge. “Teacher dominated, textbook driven lecture and discussions, fail to stimulate high level cognition among students” (Whelen, 2006). Only important topics throughout the section will be covered. As Loewen suggests, the “trees” will link past conflicts with present conflicts (2010).
References:
Danzer, Gerald A.; Klor de Alva; Krieger, Larry S.; Wilson, Louis E. ; Woloch, Nancy. (2005). The Americans. Evanston, IL. McDougal Little.
Loewen, J. (2010). Teaching What Really Happened. New York, New York. TC Press.
Ross, E. Wayne. (2006). The Social Studies Curriculum: Purposes, Problems, and Possibilities. Albany, New York. State University of New York Press.
Rubric: Lesson Plan 1 & 2
Name
Date
Lesson Plan:
Criteria
1
Unacceptable
2
Proficient
3
Accomplished
Presentation
Fails to complete template; fails to delete explanatory text; error-filled prose
Uses template functionally; few errors in prose
Uses formatting and line-spacing to enhance appearance; error-free
Ohio Std.
Ohio standard items are absent or are identified inaccurately
Standard(s), topics, and content statements are cited correctly in Soc. Studies.
Standard(s), topics, and content statements are cited correctly in Soc. Studies.
NCSS Std.
Resources
Are absent or are identified inaccurately
Are appropriate for the content
Target the most significant disciplinary themes
Resources are not properly identified or absent.
Only partial resources are listed for the implementation of the lesson by either the teacher or student.
All resources necessary to implement the lesson listed (for both student and teacher)
Academic Language
Are absent; are too numerous for focusing the lesson; or, are identified inaccurately
Lists the key content terms or the pedagogical concerns necessary for students to master the lesson.
Lists the key content terms and pedagogical concerns necessary for students to master the lesson.
Behavioral Objectives
Are absent or only identifies important to know content or important to do skills.
At least three objectives that include at least two components of clear, strong objectives are listed- must cut at least two three categories.
At least three objectives that include four components of clear, strong objectives are listed- must cut across two categories.
Fails to display awareness of higher order thinking
Display some regard for higher order thinking
Indicate that higher order thinking is a priority
Essential Interdisciplinary Question
Fails to present an essential question; And/or, the essential question is presented as a closed-ended question that fosters no higher-level thinking.
A robust question is presented and only partially aligns to standards; or, the question is aligned to standards but presents students with only partial opportunities to integrate knowledge or think at higher-levels.
Presents a robust question aligned to standards and drives the lesson whereby students think at higher-levels to draw from many difference disciplines.
Procedure
Lack descriptive detail; fails to identify distinct learning activities
Include sufficient detail to comprehend the action; fill the session with at least three distinct learning activities
Provide robust descriptions of at least two learning activities that are book-ended by a “hook” and “close”
Feedback is only provided verbally. Or, feedback is only provided sparingly throughout the lesson.
Receive only superficial feedback (either verbal or written) from the instructor or peers; And, the students fail to have the opportunity to apply their improved understanding.
Receive amble verbal and written feedback via assessments from the instructor and/or classmates and have the opportunity to use this feedback.
The selected activities and instructional approaches pose significant issues in regards to time-management (either too many or too few activities).
The selected activities and instructional approaches are well situated for the enlisted time frame.
The selected activities and instructional approaches are well situated for the enlisted time frame, and sufficient time specifications are indicated for each section of the lesson on the plan.
Assessment
Formative or summative assessments are missing; Or, Assessments are not aligned to standards.
Formative and summative assessments are clearly described and aligned to standards; however, scoring systems are missing formative assessments.
Formative and summative assessments are clearly described and aligned to standards, and scoring systems are included for each formative assessment.
The formative and summative assessments are inappropriate or fail to display a regard to meaningful or authentic learning.
Either the formative or summative assessments are authentic and provide for meaningful application of understandings.
Both formative and summative assessments are authentic and providing for the meaningful application of understandings.
Differentiated Instruction
A description of accommodations, modifications, or considerations for providing differentiated instruction is absent or underdeveloped.
A description is provided that outlines ways in which the individual needs, learning styles, and interests of some students are met in this lesson.
A clear description is provided that outlines ways in which the individual needs, learning styles, and interests of all students are met in this lesson.
Supporting Materials
Are missing or underdeveloped
Are equivalent to an outline or skeleton version of the resources needed to implement this lesson.
Are substantive, with detail and examples that include everything another person would need to implement this lesson.
Rationale & Justification
Neither the selected content nor instructional approaches are justified by selected readings.
Both the content presented and instructional approaches are justified by drawing from at least one class reading per area. Or, one area is justified by drawing from 2 readings.
Both the content presented and instructional approaches are justified by drawing from 2-3 class readings per area. Technology is infused meaningfully.
No references are listed.
References are listed but not in APA format.
References are properly listed in APA format under justification section.
Points
/51
Grade
Rubric: Lesson Plan 3
Name
Date
Lesson Plan:
Criteria
1
Unacceptable
2
Proficient
3
Accomplished
Presentation
Fails to complete template; fails to delete explanatory text; error-filled prose
Uses template functionally; few errors in prose
Uses formatting and line-spacing to enhance appearance; error-free
Ohio Std.
Ohio standard items are absent or are identified inaccurately
Standard(s), topics, and content statements are cited correctly in Soc. Studies.
Standard(s), topics, and content statements are cited correctly in Soc. Studies.
NCSS Std.
Are absent or are identified inaccurately
Are appropriate for the content
Target the most significant disciplinary themes
Resources
Resources are not properly identified or absent.
Only partial resources are listed for the implementation of the lesson by either the teacher or student.
All resources necessary to implement the lesson listed (for both student and teacher)
Academic Language
Are absent; are too numerous for focusing the lesson; or, are identified inaccurately
Lists the key content terms or the pedagogical concerns necessary for students to master the lesson.
Lists the key content terms and pedagogical concerns necessary for students to master the lesson.
Behavioral Objectives
Are absent or only identifies important to know content or important to do skills.
At least three objectives that include at least two components of clear, strong objectives are listed- must cut at least two three categories.
At least three objectives that include four components of clear, strong objectives are listed- must cut across two categories.
Fails to display awareness of higher order thinking
Display some regard for higher order thinking
Indicate that higher order thinking is a priority
Essential Interdisciplinary Question
Fails to present an essential question; And/or, the essential question is presented as a closed-ended question that fosters no higher-level thinking.
A robust question is presented and only partially aligns to standards; or, the question is aligned to standards but presents students with only partial opportunities to integrate knowledge or think at higher-levels.
Presents a robust question aligned to standards and drives the lesson whereby students think at higher-levels to draw from many difference disciplines.
Procedure
Lack descriptive detail; fails to identify distinct learning activities
Include sufficient detail to comprehend the action; fill the session with at least three distinct learning activities
Provide robust descriptions of at least two learning activities that are book-ended by a “hook” and “close”
Feedback is only provided verbally. Or, feedback is only provided sparingly throughout the lesson.
Receive only superficial feedback (either verbal or written) from the instructor or peers; And, the students fail to have the opportunity to apply their improved understanding.
Receive amble verbal and written feedback via assessments from the instructor and/or classmates and have the opportunity to use this feedback.
The selected activities and instructional approaches pose significant issues in regards to time-management (either too many or too few activities).
The selected activities and instructional approaches are well situated for the enlisted time frame.
The selected activities and instructional approaches are well situated for the enlisted time frame, and sufficient time specifications are indicated for each section of the lesson on the plan.
Assessment
Formative or summative assessments are missing; Or, Assessments are not aligned to standards.
Formative and summative assessments are clearly described and aligned to standards; however, scoring systems are missing formative assessments.
Formative and summative assessments are clearly described and aligned to standards, and scoring systems are included for each formative assessment.
The formative and summative assessments are inappropriate or fail to display a regard to meaningful or authentic learning.
Either the formative or summative assessments are authentic and provide for meaningful application of understandings.
Both formative and summative assessments are authentic and providing for the meaningful application of understandings.
Differentiated Instruction
A description of accommodations, modifications, or considerations for providing differentiated instruction is absent or underdeveloped.
A description is provided that outlines ways in which the individual needs, learning styles, and interests of some students are met in this lesson.
A clear description is provided that outlines ways in which the individual needs, learning styles, and interests of all students are met in this lesson.
Supporting Materials
Are missing or underdeveloped
Are equivalent to an outline or skeleton version of the resources needed to implement this lesson.
Are substantive, with detail and examples that include everything another person would need to implement this lesson.
Rationale & Justification
Neither the selected content nor instructional approaches are justified by selected readings.
Both the content presented and instructional approaches are justified by drawing from at least one class reading per area. Or, one area is justified by drawing from 2 readings.
Both the content presented and instructional approaches are justified by drawing from 2-3 class readings per area. Technology is infused meaningfully.
No references are listed.
References are listed but not in APA format.
References are properly listed in APA format under justification section.
In-Practice Scores: Cooperating Teacher
Demonstrates no knowledge about students, student development, and/or student diversity.
Demonstrates some knowledge about students, student development, and/or student diversity.
Knows students, and understands student learning, development, and diversity.
Lacks a proficient understanding of content area.
Demonstrates a basic understand of content area.
Strong knowledge of content area.
Does not incorporate assessments or aligned assessments into their teaching to ensure student learning.
Uses aligned assessments to evaluate student performance but either fails to differentiate or reflect on data to monitor student learning.
Varied assessments (which are aligned to goals) for instruction and evaluation to ensure learning.
Fails to plan and/or deliver standards-based instruction.
Plans and delivers instruction that’s aligned to state standards and lesson goals.
Plans and deliver effective instruction that uses technology and aligns to state standards and lesson goals.
The learning environment was not physically or emotionally safe for all students.
The learning environment was physically and emotionally safe for all students, and few behavior management concerns exited.
Learning environment that promotes high levels of learning and achievement.
The candidate failed to clearly communicate to students and/or their cooperating teacher on student learning.
The candidate communicated clearly to students and their cooperating teacher on student learning.
Collaborate and communicate with students, their cooperating teachers, and an administrator/or parent on student learning.
Points
Grade 69