Sample Social Studies Lesson

I analyzed one of the lesson plans from the website "Edsitement". The lesson plan was centered around the Declaration of Independence. One of the main learning objectives was to demonstrate an awareness of the Declaration of Independence as a historical process developed in protest of unfair conditions. Similar to a NCSS criterion where it states that "Active learning is not just “hands-on,” it is “minds-on.” In other words, it's not enough to be physically invested. There must be a connection between significance and performance. Why are they doing this? What relation does it have in their world, in their life today? This learning objective connects a past issue of inequality between Britain and the Colonies between inequalities faced today. There are so many connections that can be made on a global and national level that will make the lesson more "real" to the students. Furthermore, this objective also resembles another NCSS criterion which states Breadth is important, but deep and thoughtful understanding is essential to prepare students for the issues of twenty-first century citizenship. This goes back to making the material relatable to students and not only inculcating them but modeling them into active citizens in their own world. One of the learning activities included students working in groups and discussing unfair conditions and conceptualizing their own solutions. Not only does that incite great debate and discussion but it works as an amateur think tank and forces students to think about what their learning and what it means to them. Using the Compass points from our previous class, as a teacher, it's exciting to see students become so involved in the material and structured properly. I think this has the ability to be just that. I don’t have any worries about this lesson because It is a great idea. My only concern, or need to know is time management and how do you give the students time to work on the learning activity and have enough time for collective discussion. It is a lesson I definitely would implement in my class (es). I do need to know is there any way that this idea can be compounded upon on is this strictly for one lesson. However, my stance and moving forward I think that this can evolve into a great model for other events and activist-based movements in history such as the French Revolution, Civil Rights Movement, etc. I also think for younger students such as ninth graders that it would be a great way to introduce the mature themes such as inequalities. Something they may have never been prompted to think about but in a way where it doesn’t confuse and/or overwhelm them.


Reference:
Edsitement. "Declare the Cause: The Declaration of Independence". http://www.edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence#sect-introduction. 25 Sep 2010. 18 Sep 2011.

Reflection on Ideas from class

Class was more introductory than anything else. There really isn't anything to respond to. Nevertheless, there were a few points in class that I enjoyed. I liked the tip on Time management. "Think Pair Share" excercises should not be so long that the students are able to have side conversations. While walking around, I noticed that in one of the Monday's (9/12) ninth grade global class, the students were given too much time to complete an assignment. They spent five minutes talking to each other and exchanging programs when the teacher should have brought the focus back onto the lesson. When this happens you have spend unnecessary time that could be used in other ways allowing students to socialize. I also liked the "See Think Wonder" excercise which is similar to the aforementioned. It gets them to think critically about the abstract. But most importantly it gets them to think and I love excercises that don't lead students to the "right" answers immediately. Both can be used as effectively together or separately as the work to bolster communication and critical thinking skills.

Puzzles, Problems and/or Points of Pride

This first entry is for last Monday (9/12):

Unfortunately, the first "Puzzles, Problems, and/or Points of Pride" entry is not going to be as revealing. I'm only starting out and there is more for me to learn than anything else. Therefore, since it is the first week of school I don't have anything that puzzles me. I'm still trying to absorb everything around me: the environment, the structure, how the teachers interact with the students, their peers, and how the prepare for each lessons. Problems: I don't have one at the moment My cooperating teachers are supportive and the ninth grade students are well-behaved. I'm not as familiar with the twelfth grade students My point of pride would have to be being introduced by one of my cooperating teachers at the beginning of class. It was nice to be acknowledged as somewhat of a peer instead of a student. That differentiation also brings about responsibility and obligation which means a lot to me. The first week of school was good. I'm still trying to learn everyone's names and spotcheck who might be a problem and also who may need extra help. In essence, I'm doing more observing than anything else.