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Lesson Outline for General Education
| Candidate: Molly Petersen | ||
| Date: 11/10/15 | Grade: 10th | |
| Lesson Part | Activity description/Teacher does | Students do | |
| Title | How Historians Analyze Sources | ||
| Standard | Washington State Social Studies 10th Grade 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in world history (1450-present). | ||
| Central Focus (CF) | What elements of a source do historians analyze in order to come to conclusions about historical events? | ||
| Academic Language | Function: identify, explain
Demand: Prereading quiz, Read-Aloud, partner-read Vocabulary: audience, primary source, bias, conclusion Discourse: partner, group, whole class |
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| Learning Target
(LT) |
I can identify at least three elements of a primary source and explain how at least one could influence conclusions made about the source. | ||
| Instruction (e.g. inquiry, preview, review, etc.) | Teacher puts LT on board.
Teacher asks students to pair-share to activate background knowledge and make predictions about the LT by asking students to discuss (Teacher puts following questions on board under LT and reads them out-loud): 1. “What is an example of a primary source and why?” 2. “What elements of a source are important to historians and why?” Teacher calls on students to share answers from question #1 with class. Teacher calls on students to share answers from question #2 with class. Teacher lists answers on whiteboard. This will be the list of elements that the students will use to analyze the documents presented during the class. If necessary, the teacher will use guiding questions to ensure the list includes at a minimum: 1. What type of document is this? 2. When was this written? 3. Who is the author? 4. What are the potential biases of the author? Teacher asks for a verbal definition of a bias and examples. 5. Who is the intended audience? Teacher asks for examples of audience. Teacher introduces topic of documents that will be read, Slavery in Haiti before the Haitian Revolution, with 5 images of the topic and brief review of timeline/facts related to overall unit on Colonialism. |
Students pair-share (2 minutes).
Students share responses with entire class. Students share responses with entire class. Students copy list into notebooks. Students, when called-on, give definition and examples of bias, and audience Students view images and listen. |
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| Informal Assessment | Prereading Quiz (PRQ): Teacher puts the following questions on the board and reads them out-loud in order to engage students with reading material:
1. Estimate how many slaves might work digging ditches in a single sugarcane field. 2. What are some actions slaves might do that would be perceived as intimidating to their masters? 3. Should a theologian argue for compassion for slaves? Teacher circulates. |
Students jot down short answers in their notebooks individually (3 minutes)
Students pair-share their responses (2 minutes) |
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| Practice Activity
or Support |
Teacher passes out handout with Documents #1-3 on it.
Teacher models analyzing elements of Document #1 (Chantrans’ description of a Haitian slavery plantation) with a Read-Aloud. Teacher puts copy of document under doc-cam and marks paper as she verbalizes her thinking. Markings will include/Questioning out-loud will include: Document: Travel Memoir, what does a travel memoir look like today? Date: 1785 Is this before or after the American Revolution? The French Revolution? Author: Girod Chantrans, Swiss traveler. Did he travel alone? Biases: Is he white? Does he own slaves? Is he friends with a plantation owner? Does he dislike the French? Audience: Unknown. Perhaps if I reread it, I can figure it out. Teacher models going back through notes once finished reading to revise if necessary. Teacher defines conclusion and models writing brief conclusions made about the source: “It is primary source because it is written by an eyewitness.” |
Students write notes on their copies. | |
| Informal Assessment | Teacher asks students to write another sentence summarizing one conclusion about the source made because of or relating to one of the identified elements of the source.
Teacher circulates and identifies two correct conclusions to share with the class. |
Students write in notebook.
Students identified by teacher share their conclusions with the class. |
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| Practice Activity
or Support |
Teacher directs students to Document #2 (excerpts from French Code Noir legal articles relating to slavery).
Teacher divides students into groups of three to identify the elements in Document #2: Students are instructed to take turns reading aloud (partner reading) the three articles. Student are also instructed to each write the elements on their own paper and brief sentences with their conclusions about the source. Teacher circulates. Group reporting: Teacher calls on different groups to report their answers for each element of the source and the conclusion. |
Students move into groups of three.
Students read out-loud in groups. Students discuss answers with group members. Students write answers on their papers. When called-on, students share their findings with the class. |
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| Closure Assessment of Student Voice | [e.g. student reflection]
Teacher has one student reread the LT. Teacher announces that everyone gets a chance to show what they have learned with Document #3 (French Bishop’s justification of slavery). Teacher instructs students to work individually and identify as many of the elements as they can and write at least one sentence explaining how one or more of the elements influenced a conclusion they made about the document. Students may take the assignment home if additional time is needed. Teacher circulates. Teacher gets everyone’s attention for final reflection: Teacher has students return to the PRQ and asks students to reflect if their answers have changed after the readings. |
One student reads aloud the LT.
Students read independently and write independently on the handout. Students turn-in the handout to the teacher when complete. Students reflect individually (1 minute) Students pair-share their reflections (1 minute) |
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edTPA Training Prompts (optional or used for coursework)
| 4. Supporting Science Development through Language |
| a. Language function: What verb appears in your learning target that represents the language function? |
| The language functions for this lesson are identify and explain. Students must identify, or locate and name, elements of a source that historians typically analyze when reading a text. Students must also explain, or describe in writing, how the elements they identified support a conclusion made about the text. |
| b. Language demand: What learning activities or products will student write, speak, or do to represent the language demand and an opportunity to practice the language function? |
| The language demand is a Prereading Quiz, which requires students to write down responses in their notebooks to three questions posed by the teacher to create anticipation for and engagement with the reading texts. Another pre-reading activity is a Read Aloud modeled by the teacher. Students hear the teacher’s thinking, see the notes she writes, and write notes on their own papers during this activity. This read-aloud is essential for the students to understand how to perform the language functions of identifying elements of a source and explaining conclusions. A third reading support is the partner-reading activity to share the reading burden when the students work in groups on Document #2. |
| c. Additional language demand: How will students practice content vocabulary words shown in the learning targets?
Each time one of the key vocabulary terms (audience, primary source, bias, and conclusion) is introduced, the teacher asks students to orally define and give examples of the term. Students then observe the teacher use the terms during the read-aloud activity. Students work in groups, discussing and writing, using the vocabulary terms as they analyze Documents #2. |
| d. What learning activities enable students to practice using symbols or abstract representations of information (syntax), if these are part of the lesson?
The initial pair-share activity when the teacher asks students to discuss the LT (“What elements of a source are important to a historian and why?”) leads to a whole-class brainstorming activity. The teacher writes down the students’ responses in a list format on the board. This list then becomes the standard organization of knowledge that the students will use when they analyze all three documents. |
| e. How is discussion (discourse) structured in activities?
Discussion in this lesson always starts with the individual, or a group of 2 to 3 students, before proceeding to a whole-class level. Discourse is intentionally structured this way to give each student a chance to produce a response to every prompt without relying on others to simply answer the teacher’s question for them. However, the environment remains safe for students to make mistakes or simply be unable to produce a response because students are always given a chance to check their answers with a partner or small group before the teacher calls for responses in front of the whole class. In this way, the whole class discussions act as a summation and review of the individuals’ answers to the prompt. |
| f. What other writing or speaking activities enable students to practice vocabulary and the verb shown in the learning target? |
| Analyzing Document #3 is each student’s opportunity to individually practice using the key vocabulary words in writing. Although the LT set the expectation of identifying a minimum of three elements of a source, the prompt for Document #3 encourages the students to show how much they have learned by identifying as many elements as they can and explaining how at least one of them supports a conclusion about the source. |
Molly Petersen 