L3+Burns,+Grady

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  ** ** Student will understand that  ** both personal and secondary-expert accounts are important in getting a full understanding of apartheid. ** Student will be able to  ** critique biases inherent in source material.
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __ **** :  ** Mr. Burns ** __Date of Lesson__: ** Lesson 3
 * __ Grade Level __ **** :  ** 11 ** __Topic__: ** Events and themes of South African history.
 * __ Objectives __ **
 * Student will know ** the key facts of primary/secondary sources and bias.

Maine Learning Results: Social Studies - E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma: The World in the Contemporary Era (Apartheid South Africa) "Students will understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of democratic philosophy, ideals, and institutions in the world."
 * __ Maine Learning Results Alignment __ **


 * Rationale: ** The students will learn how to critically interpret sources, enhancing their understanding of historical themes and events.
 * __ Assessment __ **

As each day of the lesson comes to a close, each student will be given a short 5-10 question quiz, which will not be graded. These quizzes will ask topical questions relating to what should have been covered on that day of the lesson. Completion of these quizzes will constitute an “exit pass” for each day. Students will also be assigned critical thinking questions, which they will journal about for homework. Additionally, students will have the opportunity to discuss questions that they have in the journal, which will allow for teacher feedback. One the second day of the lesson, teacher will facilitate a 3 minute review, so that students may collaborate with partners about questions. Students will also be given a fact verses opinion graphic organizer, which will be used to examine the student’s sources and turned into the teacher before the completion of the summative assessment.
 * Formative (Assessment for Learning) **

** Blog:  ** Students will break selected sources down into facts and opinions, and by integrating this with provided background material on the authors of the sources, demonstrate where bias can be found using blogs, where students will comment on peers’ blogs, debating what constitutes bias. Blogs will be done collaboratively with partner groups. The sources will all relate back to apartheid, and it will be the job of the students to identify the source, state whether the source is primary and secondary, and then to identify in what ways, if any, the source is biased in its presentation of information. The partners will then discuss what justification they have to back up their claims. Once all blogs are complete, each student will be required to comment on at least one blog, discussing points that they either disagree on, or are unclear on. If the blog belonging to the student group is commented on, those students must construct a response, or rebuttal, in the form of a subsequent comment. Blogs and comments will be graded by a rubric.
 * Summative (Assessment of Learning) **

** Technology:  ** Technology: Students will use blogging programs as a summative assessment, creating and responding to posts, as they debate points of bias in sources.
 * __ Integration __ **


 * Other Content Areas: **

English: This lesson will focus on reading critically, and writing persuasively.

Students will be group into partnerships and will be selected randomly for the completion of their summative assessments. Each will be responsible for contribution to the completion of the blog.
 * __ Groupings __ **


 * __ Differentiated Instruction __ **

** Verbal: ** Teacher presentation on concept of fact verses opinion.
 * Logical:** Use Socratic questioning to facilitate discussion on biased documents.
 * Visual:** Use Venn-diagram during presentation to illustrate fact verses opinion.
 * Musical:** Find and present a song that discusses bias.
 * Interpersonal:** Set up a debate on selected documents’ biases.
 * Intrapersonal:** Have students journal reflectively about how bias manifests in sources.

** Modifications/Accommodations  **

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.


 * Absences**- While occasional absences are sometimes unavoidable, if you know of a specific planned absence, please let me know as soon as you know, so that we may work out how you can stay caught up with the work that is going on in class. If, however, it is an unplanned absence, please email me so that we may discuss what you have missed. Any work which is due on the day of the absence should be handed in **the day you come back**, as opposed to the next time the class meets.

** Extensions  ** Technology: Students will use blogging programs as a summative assessment, creating and responding to posts, as they debate points of bias in sources.
 * __ Materials, Resources and Technology __ **

 · laptops  · textbooks  · dry-erase markers  · handouts (quizzes, graphic organizer, readings, unit syllabus, project rubric)  · Blogger accounts [] Discusses the concept of conformation bias, defining it and giving examples. [] Defines a primary source document. [] A music video discussing different kinds of cognitive bias. [] A video from // The Onion //, satirizing bias in media. [] Discusses what types of biases are found in historical documents.
 * __ Source for Lesson Plan and Research __ **


 * __ Maine Standards for Initial Teacher Certification and Rationale __ **


 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.  // **
 * // Rationale:  // **

Through a series of methods, this lesson will appeal to all four learning styles. Beach Balls will benefit from the use of a shifting seating arrangement, which will be adjusted according to the format of each day’s instruction. Days of mainly teacher presentation will be done with a perimeter design, Periods of class discussion will be done with a circle, and days dedicated to project work will be done with clusters. Clipboards will benefit from the use of a Venn-diagram during the discussion of bias, along with the fact verses opinion graphic organizer, which will keep information structured and sequential. Additionally, the rubric provided for this assignment will appeal to a clipboard’s general desire for visual directions. Much of the work during this lesson will be discussion based, which will definitely be to the benefit of Microscope students. Each class will also have time dedicated to discussion, and the summative assessment will require a great deal of critical thinking and deep reading of content. . Lastly, people who fall into the category of Puppy will be supported by receiving positive feedback from the teacher and their peers after completing their blogs.

Students will know the details of the content that are laid out in the “Content Notes” section of this lesson. They will additionally learn concepts that relate to this content standard: Maine Learning Results: Social Studies - E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma: The World in the Contemporary Era (Apartheid South Africa) "Students will understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of democratic philosophy, ideals, and institutions in the world."
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **
 * // Rationale:  // **

Students will be able to critique the biases inherent in source material, specifically as they relate to a conflict-ridden and a contested (at the time) era, such as that of apartheid.

Technology: Students will use blogging programs as a summative assessment, creating and responding to posts, as they debate points of bias in sources. ** Verbal: ** Teacher presentation on concept of fact verses opinion.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **
 * // Rationale:  // **
 * Logical:** Use Socratic questioning to facilitate discussion on biased documents.
 * Visual:** Use Venn-diagram during presentation to illustrate fact verses opinion.
 * Musical:** Find and present a song that discusses bias.
 * Interpersonal:** Set up a debate on selected documents’ biases.
 * Intrapersonal:** Have students journal reflectively about how bias manifests in sources.

** Formative: ** As each day of the lesson comes to a close, each student will be given a short 5-10 question quiz, which will not be graded. These quizzes will ask topical questions relating to what should have been covered on that day of the lesson. Completion of these quizzes will constitute an “exit pass” for each day. Students will also be assigned critical thinking questions, which they will journal about for homework. Additionally, students will have the opportunity to discuss questions that they have in the journal, which will allow for teacher feedback. One the second day of the lesson, teacher will facilitate a 3 minute review, so that students may collaborate with partners about questions. Students will also be given a fact verses opinion graphic organizer, which will be used to examine the student’s sources and turned into the teacher before the completion of the summative assessment. ** Summative: ** Students will break selected sources down into facts and opinions, and by integrating this with provided background material on the authors of the sources, demonstrate where bias can be found using blogs, where students will comment on peers’ blogs, debating what constitutes bias. Blogs will be done collaboratively with partner groups. The sources will all relate back to apartheid, and it will be the job of the students to identify the source, state whether the source is primary and secondary, and then to identify in what ways, if any, the source is biased in its presentation of information. The partners will then discuss what justification they have to back up their claims. Once all blogs are complete, each student will be required to comment on at least one blog, discussing points that they either disagree on, or are unclear on. If the blog belonging to the student group is commented on, those students must construct a response, or rebuttal, in the form of a subsequent comment. Blogs and comments will be graded by a rubric. Classroom Arrangement- The class will be set up in a U shape for most of this lesson, except on work days, where it will be set up in clusters for groups, and a circle when having a class discussion. Agenda Day 1 (80 mins)  · Class begins. Once class settles in, students will be shown a YouTube video that is a satire on bias that you experience in the news. (5 mins)  · Following the video, the teacher will debrief the class and introduce the concept of bias to the class. Class will have a group discussion about their understanding of bias and where they have seen it in the news, on TV, etc. (15 mins)  · Class will be shown a second video, a song about the different kinds of bias, explained by a psychology teacher. The class will then be redirected to how historical documents may be tainted by bias. The class will be introduced to the terms “primary source” and “secondary source” and will be given the opportunity to discuss what they see as the pros and cons of each, and how bias might manifest in each kind of document. (20 mins)  · Class will then be redirected to the front of the room, for a brief demonstration of what is fact, verses what is opinion, where the teacher will use a Venn-diagram to describe how each can be found in both kinds of documents. (10 minutes)  · Hand out graphic organizer. Students will be introduced to the summative assessment and be randomly assigned into partner groups. Students will then be given a series of source material, (two per team, with one being primary, the other being secondary) and told that they have the rest of class to complete the graphic organizer, which will be handed in at the end of class. Students will also be told that the following class will be dedicated to creating and posting their blog entries. (25 mins)  · Students will be alerted that class is almost complete, and will be handed out a brief quiz, which will ask topical questions, such as “what is a primary/secondary source?” and questions dealing with other new vocabulary learned today. Students will also be asked to answer this question in their journals: “Are you biased in any ways? How and why do you think this is?” and will also be instructed to write down any questions that they may stiil have about what was learned today. Class ends. (5 mins) Day 2 (80 mins)  · Class begins. Students will be reminded that today is a work day, and will be allowed to collaborate with their partner to complete the blog assignment. The teacher will go around to each group, discussing the individual findings of each group and answering any questions. The teacher will also facilitate a 3 minute review, to ensure that students fully grasp content. (75 mins)  · Students will be alerted that class is almost over, and will be given the second half of the summative assignment: peer review and debate, which will be completed by the following class. Class ends. (5 mins) Students will understand that both personal and secondary-expert accounts are important in getting a full understanding of apartheid. By learning how to read source material critically and analytically, students will be able to gain a more insightful understanding of historical events. ** Students will understand major eras, major enduring themes, and historic influences in US and world history, including the roots of democratic philosophy, ideals, and institutions in the world. ** Class will open with a YouTube video from the Onion, satirizing bias in the news, as a hook. **Where, Why, What, Hook, Tailors: Verbal** Students will know the key facts of primary/secondary sources and bias. **(See content notes below).** Using a fact/opinion graphic organizer, students will break sources down into fact and opinion. Instruction will be delivered using teacher presentation, aided by a Venn-diagram, and by group discussion. Students will respond to topical questions through written journals, ungraded quizzes and informal questioning. Once students receive feedback from peers and teacher, they will have the opportunity to revise their quizzes. **Equip, Explore, Rethink, Revise, Tailors: Verbal, Logical, Visual, Intrapersonal** Students will be able to critique biases inherent in source material. Students will be partnered randomly and be given a series of sources relating to some aspect of South African history. The students will be asked to break these sources down, dividing information into fact and opinion, and, given the specific origin of each source, make theories as to how each source may be biased. The instructor will facilitate a 3-minute review, where students may clarify their ideas with the teacher. After each group has done this, they will collaborate on a blog entry, describing their findings. Individual students will then be required to comment and critique at least one other entry. Students will receive peer feedback in this way, and along with the teacher’s grade from the rubric, students will have the tools for revision. Students will be allowed to revise their blog entries after peer and teacher review. ** Experience, Explore, Rethink, Revise, Refine, Tailors: Interpersonal, Verbal, Intrapersonal ** Students will be given the ability to self-assess by being provided with a rubric before they begin work on their projects, so that they know what is required for them to receive a good grade. Students will receive feedback on the same day that they present, in the form of a graded rubric, filled out by the teacher. This lesson provides the groundwork for the following lesson, where students will use differing sources to gather their own interpretation of events. ** Evaluate, Tailors: Intrapersonal **
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **
 * __ Teaching and Learning Sequence __ **** :  **
 * __ Content Notes __ **

Bias is a word that represents the tendency to see things a certain way, which may cloud your view from the truth. In all of the social studies, academics must consider how the retelling and interpretation of events is biased. Bias can be found in virtually any piece of source material, and can manifest in different ways. Often times in historical retelling, many authors will simply leave out pieces of historical fact which do not fit into their narrative. While this is not explicit lying, it can slant facts to not tell the entire story. Often, though, this is not a malicious act on the part of the historian, it is simply a way to portray history in a linear and coherent way; however, what one historian disregards, another may cherish as a world-altering event. Additionally, When someone is relating a story in which they were personally involved, there is a tendency to both overplay that person’s importance in the event, and also to portray the author in a positive light. This kind of self-serving bias can often be found in primary sources. Some sources are also written long after an event happens, which can cause portrayals to be influenced by retellings over the years. Additionally, there are times when historians and individuals will knowingly distort facts to fit a personal or political agenda, and sources such as these are considered propaganda. Sources used in historical analysis can be divided into two categories: primary and secondary. Primary sources are accounts given by people who have personally witnessed a historical event, and thus, have an invaluable and unique perspective on that event. Secondary sources include entries in textbooks, encyclopedias, and history books, where “experts” in that historical field gather information on the event and provide an in-depth, pulled back version of events.

 · quizzes  · graphic organizer  · readings <span style="line-height: 14.25pt; margin-left: 0in; mso-list: l2 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> · project rubric
 * __ Handouts __ **