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US History - 8th grade
LESSON PLAN - Erin Lewis
(NOTE: This is an example of an actual ORIGINAL lesson
plan I put together for a recent U.S. History Class.
SCROLL DOWN to see a SCIENCE lesson plan...)
“The Era of Reform”
I. Benchmark/Standard:
8 - U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders.
II. Behavioral Objective: The learner will describe the spirit of reform that emerged in America during the 1800's using historic figures and personal experiences.
III. Anticipatory Set: Students are given a single index card with one or two quotes which were written or spoken by a historic figure written on it. Small groups of students, (3-4), will read and discuss the quote, and then respond in writing to four prompts listed on an overhead.
IV. Objective/Purpose: “Today, we will be discussing the 'Era of Reform' that occurred during the early to mid-1800's. Men and women from all over the United States decided to take action, to take a stand on an important issue, and make a real difference in this country. Some helped write new laws, and push them through Congress to improve the state of education, or women's rights. Others took action by organizing violent revolts in opposition to unfair practices, such as slavery. Some even started separate communities where all individuals would be equal. Today, we are introducing you to several reform movements that occurred during this time. Over the next two days, each of you will be researching an individual who directly contributed to the reform movement. Your research will culminate in a persuasive speech that you will be presenting to the class on Monday. Throughout this process, you should consider the reform movements that exist today, and consider how you could contribute to a cause in which you believe in. People usually don't take a stand on an issue until it “hits close to home” for them. For example, I have witnessed too many abused and neglected horses over the years, and now I volunteer and donate money to the humane society. How will you contribute in your life?”
V. Input
A. Task Analysis:
1. Hand out index cards with quotes to groups of 3-4 students.
2. Put transparency on overhead with four prompts:
a. He/she was the type of person who _____________________________
- He/she also seemed to be ______________________________________ .
- Other traits of his/her personality included __________________ ___ .
- His/her words show that he/she experienced _____________________ .
3. Students discuss their quotes in groups, and respond in writing to the four prompts. They are also encouraged to guess who their person is from a list written on overhead.
4. Conduct short class discussion about quotes and student answers.
5. Introduce song “Let us all speak our minds” and preview activity 18.
6. Students listen to song, and follow along with lyrics.
7. Students individually answer questions on Preview 18 activity sheet.
8. Students select a historical figure to research for presentations.
9. Hand out “Directions” for project and discusses.
10. Assign homework due tomorrow: find information on your reformer from home and bring it to school tomorrow. Be sure you find at least two different sites, and be able to record these into a bibliography.
B. Thinking Levels:
- · Knowledge - What is the “Era of Reform?”
- · Application - interpret song lyrics
- · Analysis - analyze quotes from historic figures
- · Synthesis - compose a historic speech
- · Evaluation - defend your position on an issue
C. Learning Styles:
- · Auditory - listen and interpret song
- · Verbal/Linguistic - research and give speech
- · Body/Kinesthetic - give persuasive speech using body language
- · Interpersonal - small group activity (quotes)
- · Intrapersonal - individual research and presentation
VII. Closure: “Today, you read in your textbook about your reformer. Remember to go home tonight and find more information from at least two sources. You must bring it to class tomorrow, either written out or typed (printed). It would be a good idea to think about how you can relate to this person. Find something about your subject that you identify with. Your speech will be much more believable if you become that person as much as possible. Maybe you share a similar background, or some physical attribute, (Frederick Douglas stood very proudly when he spoke - he was 6 ft. tall!). Can you relate to their cause? Good luck!
US History - 8th Grade
55 minute class
Chapter 20
African Americans at Mid Century
Objective: The learner will create a story quilt, using symbols or illustrations that reflect the personal experiences of slaves. CLICK HERE TO SEE PHOTOGRAPHS OF ACTIVITIES
State Standard:
8 - U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples.
Anticipatory set: Students read a section of “The Tar Baby” from Braer Rabbit, and discuss how the slaves' African culture was kept alive through many different traditions.
Activities:
1. Anticipatory Set
2. Students are place into groups of 2 -3
3. Each group is assigned one section from Chapter 20 to read, to take notes from, and to present to the class the following class period (three main points).
4. Each groups will also create a quilt scene that represents their section of the reading.
- each scene will be created on construction paper, after a preliminary sketch is approved
- written on the back of the quilt scene should be a one-sentence theme that represents the topic of the reading, and the story being told in the scene
- each scene should also incorporate at least six symbols; each symbol should be explained on the back of the scene
5. Students will complete their scenes during the next class period, and present them the following class period
6. Students also create an outline on lined paper, including all nine topics from chapter 20
- students will fill in three “main ideas” from each student presentation
- teacher fills in outline on overhead to help clarify main ideas for quiz
Higher-Level Thinking: Students break down material from the text in order to organize it into its component parts, and to teach the rest of the class through a “jigsaw” activity.
Assessment: groups are monitored: students are instructed to have a theme selected, and their notes completed from their section of the text before class is dismissed today.
Closure: Tomorrow, we will begin creating the quilts scenes on construction paper. They need to be completed in class tomorrow, and be ready for presentation on Wednesday.
Relevance: What does your quilt scene communicate to observers? Can you think of a real-life scenario today where you might need to communicate in this way? What would it be?
These are just two examples of the many lesson plans I have created.
-Erin Lewis
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