L4+Burns,+Grady

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  **
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __ **** :  ** Mr. Burns ** __Date of Lesson__: ** **  Decide/Apply, Lesson 4  **
 * __ Grade Level __ **** :  ** 11 ** __Topic__: ** **  Events and themes of South African history  **
 * __ Objectives __ **
 * Student will understand that ** b  oth personal and secondary-expert accounts are important in getting a full understanding of apartheid.
 * Student will know **  the key facts of primary/secondary sources, bias, and historiography.
 * Student will be able to **** decide **  how source material relates to an overarching historical narrative.

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: ** Students will examine historiography, which relates to the interpretation of historical 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. Students will also be given step-by-step graphic organizer, which will be used to examine the student’s plan for the flow of their iMovie’s and turned into the teacher before the completion of the summative assessment.
 * Formative (Assessment for Learning) **

Students will choose from a pre-selected list of important apartheid events and by using selected sources, report on the story from multiple sides in a mock-news casting format. Students will do a think-pair-share to aid in creating a narrative out of a number of conflicting sources. The news report will be done using iMovie software, and the project will be carried out by a group of about 4 people. Students will be provided a set of conflicting sources with which they can construct the “true” series of events.
 * Summative (Assessment of Learning) **

Technology: Students will use iMovie software as a summative assessment, illustrating an event in South African history.
 * __ Integration __ **

English: Students will be exposed to new vocabulary words, and will be given the opportunity to write through the use of journals.

Students will be grouped according to interest in learning about a particular event in South African history, and will complete the product together. A random member of the team will be assigned to be facilitator, whose job is to keep the team on task. Another member will be assigned as a time-keeper during the work days. The last student will be assigned as the typist, who will work on the computer for that day. For each work day, students will swap roles, so that multiple students are using the computer and the movie-making software.
 * __ Groupings __ **


 * __ Differentiated Instruction __ **

** Verbal: ** Teacher presentation on how sources can work together to tell a story.
 * Logical:** Have students work through each source by asking what logical biases that they would hold.
 * Visual:** Students will use a step-by-step chart to map out their projects.
 * Interpersonal:** Students will have a group discussion about how their sources form a historical narrative.
 * Intrapersonal:** Have students journal reflectively about why people can perceive historical events in a very different way.
 * Kinesthetic:** Have students “get into the shoes” of each source and role play as that source.

** 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 iMovie software as a summative assessment, illustrating an event in South African history.


 * __ Materials, Resources and Technology __ **

 · laptops  · textbooks  · dry-erase markers  · handouts (quizzes, graphic organizer, readings, unit syllabus, project rubric) iMovie software


 * __ Source for Lesson Plan and Research __ **

[] []


 * __ Maine Standards for Initial Teacher Certification and 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. Clipboard will benefit from the use of a step-by-step chart, and the rubric provided for this assignment will appeal to a clipboard’s general desire for visual directions. Each class will have time dedicated to discussion of important historical concepts and questions, as they relate to the history of South Africa. Students will also be able to delve deeply into their choice historical event for the lesson’s assignment, and discover for themselves the importance of that event. 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 iMovie projects.
 * // 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:  // **

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:  // **

** Technology: ** iMovie software
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **
 * // Rationale:  // **
 * Verbal:** Teacher presentation on how sources can work together to tell a story.
 * Logical:** Have students work through each source by asking what logical biases that they would hold.
 * Visual:** Students will use a step-by-step chart to map out their projects.
 * Interpersonal:** Students will have a group discussion about how their sources form a historical narrative.
 * Intrapersonal:** Have students journal reflectively about why people can perceive historical events in a very different way.
 * Kinesthetic:** Have students “get into the shoes” of each source and role play as that source.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **

** Formative (Assessment for Learning) ** 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. Students will also be given step-by-step graphic organizer, which will be used to examine the student’s plan for the flow of their iMovie’s and turned into the teacher before the completion of the summative assessment.

Students will choose from a pre-selected list of important apartheid events and by using selected sources, report on the story from multiple sides in a mock-news casting format. Students will do a think-pair-share to aid in creating a narrative out of a number of conflicting sources. The news report will be done using iMovie software, and the project will be carried out by a group of about 4 people. Students will be provided a set of conflicting sources with which they can construct the “true” series of events. 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.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __ **** :  **

Agenda

Day 1 (80 mins) · Class begins. Once class settles in, students will be shown a video of the different reactions of the US winning a close soccer match against Algeria, showing how the interpretations of the same event can be very different for different for different persons, groups, and countries. (5 mins) · Class will be debriefed on video by coming together in a group to discuss how this may apply to interpreting historical events. Students will be lead to talk about how historical accounts can be tainted by whether or not the person telling the story is one of the winners or one of the losers. (15 mins) · Students will be given the opportunity to role-play as “winners” and “losers” in some historical events, such as the Revolutionary War, in order to drive home how history can change in the retelling. (5 mins) · Students will then be introduced to the summative assessment, and be sorted into groups according to what event in South African history they would like to report on. Students will be given resources and ideas about where to find historical accounts from the perspectives of both White and Black South Africans. Students will be given the rubric for the assignment at this time as well. Hand out graphic organizer. Explain that GA is to be used to structure the video presentation. ( 15 mins) · Students will be given a tutorial in using their webcams, and in using iMovie software for the completion of their projects. Students will be shown how to transfer data gathered on the webcam onto an iMovie project file, and also will be introduced to the editing tools within the software. (35 mins) · Students will be alerted that class is almost over, and will be told that the next two classes will be dedicated to project work. Students will also be informed that it may be a good idea to find time to work on the project outside of class. Students will also be instructed to use their journals to discuss any questions or concerns that they have with the project. 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. (75 mins)  · Students will be alerted that class is nearing an end, and will be instructed that next class will be the last day for class work. Students will be asked to journal about the question: “How do the sources you found form a historical narrative?” Class ends. (5 mins) Day 3 (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. (75 mins)  · Students will be alerted that the project is due the following class, and will be asked to reflect in their journals about how well their groups worked together. 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 which shows the various reactions that people had across the United States after a close win by the US soccer team, as a hook. **Where, Why, What, Hook, Tailors: Verbal** Students will know the key facts of primary/secondary sources, bias, and historiography. **(See content notes below).** Using a step-by-step graphic organizer, students will create a narrative around a series of sources relating to the same subject or event in South African history. Instruction will be delivered using teacher presentation and 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, Intrapersonal** Student will be able to ** decide **  how source material relates to an overarching historical narrative. Students will choose from a pre-selected list of important apartheid events and by using selected sources, report on the story from multiple sides in a mock-news casting format. Students will do a think-pair-share to aid in creating a narrative out of a number of conflicting sources. The news report will be done using iMovie software, and the project will be carried out by a group of about 4 people. Students will be provided a set of conflicting sources with which they can construct the “true” series of events. A random member of the team will be assigned to be facilitator, whose job is to keep the team on task. Another member will be assigned as a time-keeper during the work days. The last student will be assigned as the typist, who will work on the computer for that day. For each work day, students will swap roles, so that multiple students are using the computer and the movie-making software. Students will show evidence of learning through their presentations to the class and after receiving feedback from their peers and teacher, they will be allowed to revise their product for full credit. **Experience, Explore, Rethink, Revise, Refine, Tailors: Interpersonal, Visual**

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. The lessons on narrative learned in this lesson will be necessary for the following lesson, which will force students to challenge the historical narrative that apartheid has truly ended. ** Evaluate, Tailors: Intrapersonal **


 * __ Content Notes __ **

Historiography is the study of how history is presented and deals with the issues that historians face when interpreting historical events. During the modern era, historians have begun to question traditional presentations of historical events in favor of presenting history through the eyes of more common people. Even more recently, some historians have attempted to thread these two narratives together, in an effort to provide as balanced a history as possible. Regardless, historians must always ask themselves how their interpretation of historical events may be different than other interpretations. With more and more access to the diverse accounts of contemporary historical events, it becomes more and more important for historians to be able to analyze a vast array of sources, in order to form a more thorough narrative. This applies to South African history especially, as the nation itself sought to actively rewrite its history during apartheid, and the international eventually became fixated solely on South Africa’s racial history.


 * __ Handouts __ **

· quizzes · graphic organizer · readings