Resource Development

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• Resource Development
• And Dissemination

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TOOL Web Site http//techtrain.org/tool
AIHE Web - http//www.americaninstituteforhistory.
org
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Developing Effective Lessons, Procedures
andAssessments
What is the purpose of a Lesson Plan?
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TOCOMMUNICATE
To Whom?
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To You!

• To Assist You in Organizing
• content
• materials
• procedures
• In order to develop the best route to your
  destination Assessment of Student Outcomes

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Thinking About It

• Determine content, concepts and/or skills
• For Example Transcontinental RR
• DEVELOP ESSENTIAL QUESTIONS

1. What would students find most interesting about
   this topic?
2. What are some other essential questions you would
   use to elaborate this content for the students?

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ASSESSMENT FIRST

• What content or skill do you want students to
  gain by the end of this lesson?
• Content/Skill

Assessment

• Planning methods of assessment first
• Clarifies the development of your methods
  and activities
• Focuses the teacher on the development of
  critical thinking questions and closure
• Directly connects the objectives to the
  assessment

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Assessment

• Assessment can help evaluate both the students
  progress and the teachers effectiveness.
• The question assessment tries to answer is
  simple Did the students achieve the lessons
  objectives?
• Assessment efforts that dont answer that
  question miss the mark.

Student Assessment Link
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INSTRUCTIONAL OBJECTIVE A statement that defines
the learning and describes the students overt
behavior, which validates the learning.

• Objective
• Focuses teacher and students on what they will
  KNOW (CONTENT/SKILL)
• And what they will SHOW (ASSESSMENT)
• BY THE END OF THE LESSON

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Objectives

• What will the students learn or be able to do
  as a result of this lesson?
• Objectives are not a description of the methods
  and activities that will be used in the lesson.
• Objectives are not what the teacher will do in
  the class.

Objectives should be something that can be
measured or observed. For example, its hard to
assess whether students appreciate something,
but you can assess how well a student can
explain, describe, etc.
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Level 6 of Blooms Taxonomy Evaluation
Behavior presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Key Words choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, rate, select, agree, interpret, explain, prioritize, opinion, support, criteria, assess
Questions Do you agree with? How would you prove/disprove? Would it be better if? Why did they choose? What would you recommend? How would you rate? What choice would you have made? What would you select? What information would you use to support the view?
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15 Minute Work Session

• Work with a partner.
• Write objectives based on your assigned content
  for an upcoming lesson.
• Feedback Session
• Be prepared to discuss your objective in relation
  to the proposed content focus and assessment.

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Grade Level
You are the experts! Is what youre planning
appropriate for students at that age or grade
level?
If you are sharing your lessons Yyou might
consider making them Elementary/Middle
Middle/Secondary
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PRIOR KNOWLEDGE
What do students bring to the lesson?

• Knowledge
• Reading skills
• Content
• Concepts
• Goals

• Experiences
• Family and community
• What have they read?
• Events

• Attitudes
• Beliefs about their capabilities
• Interests
• Motivational issues

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PREREQUISITES FOR STUDENTS

• Do Now
• Develops readiness for instruction.
• Anticipatory Set
• Provide ties to prior learning and shows it is
  related to the new lesson objective.

• Key Terms Without an understanding of key
  terms how is the student supposed to participate
  in the dialogue in the classroom?

Some research indicates that as much as 70 of
learning is dependent on students having the
appropriate prerequisites.
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Binary Paideia
The Binary Paideia is the unifying theme of
AIHEs approach to unit and lesson planning.
Historical change is the result of conflicting
and/or evolving values among cultures.
The Binary Paideia allows us to easily identify
the main features of a culture or subculture and
compare/contrast it with one or more others.
It also helps us to understand why things happen
in a particular culture in a certain way.
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BINARY PAIDEIA The Civil War 1860-1865
Union Essential Historical Questions Confederacy
Constitutional-Republic with an emphasis on the central government Politea What is the structure of government? Constitutional-Republic with an emphasis on state governments
White Male Citizens Politeuma Who, or what group(s) are the major players? Planters
Declaration of Independence Paideia What documents, values, attitudes or beliefs define or supports these major players? Confederate Constitution State Constitutions
"I have never had a feeling politically that did
not spring from the sentiments embodied in the
Declaration of Independence." Lincoln at
Independence Hall 1861
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Society Time Period Society
Royalists/Cavaliers English Civil War Puritans/Roundheads
Monarchy Politeia/Regime Parliament
Aristocracy Politeuma/Ruling Class Gentry/ Middle class
Anglican Church Hierarchy Paideia/What makes a society what it is Bible Calvin's Institutes
Loyalty Virtue/ The highest moral excellence Piety
Society Time Period Society
British Empire American Revolution Patriots
King in Parliament Politeia/Regime Assemblies/Congress
Aristocracy/Gentry Politeuma/Ruling Class White male landowners
Glorious Revolution Paideia/What makes a society what it is Republicanism, Charters, John Locke's Two Treatises
Loyalty Virtue/ The highest moral excellence Liberty
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Sharing Your Scholarship
Background for Teachers
Background A historical narrative supporting the
content of the lesson. Should include some
interesting anecdotal and controversial
information that students would find interesting.
This really assists the non-content specialist.
You are writing substantive history that is
research based.
It is crucial that the teacher have a clear and
detailed understanding of the topic to be able to
teach it well and respond to student questions
accurately, at all grade levels and content areas.
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Activities

• Activities should all relate to the objectives of
  the lesson. If a procedure doesnt tie into an
  objective, why are we doing it?
• If theres a good reason, add an objective that
  addresses it.
• If there is no reason, drop the activity.

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Some Important Elements in a Lesson

• Modeling Shows the process or product of what
  students are learning.
• Checking for Understanding Allows teacher to
  verify if students understand.
• Guided Practice Gives students the opportunity
  to try the new learning with teacher guidance.
• Independent Practice Gives students the
  opportunity to try the new learning on their own
  to develop fluency.

This list is not complete. The teacher must be
creative in designing interesting and effective
activities that elaborate the objective/s and
meet the needs of a diversity of learning styles
and abilities.
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Lesson Interaction
T Reinforce Objective/ Check for Understanding
T Collective Review/ Check for Understanding
Teacher Clarifies Objective
Assessment
of Objective
Closure
Small Group Or Independent Work
Students Entire Class
StudentsGuided Practice
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• 15 Minute Work Session
• Work with a partner.
• List the procedures you would use to meet your
  objectives.
• Feedback Session
• Be prepared to discuss how your procedures
  develop your objectives and assessments.

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Closure

• Reviews the objective, draws the learned material
  together, assist students in internalizing the
  new learning and prepares students for what is to
  come.
• Exit Cards
• Think/Pair/Share
• The CLIFFHANGAR
• Posing a Question for the Next Lessons Do Now
  and Assigning it for Homework

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Homework

• Homework should
• Reinforce learning of a previous
• lesson, or
• Help prepare the student for an upcoming
  lesson, and
• Relate directly to one or more of the lesson
  objectives.

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Extension

• How do students take a topic a bit further?
• Pose and answer open-ended interpretive
  questions.
• Go into greater detail in topics of interest.
• Make connections between historical events and
  current topics and trends.
• Relate historical events to other subjects and
  disciplines.
• Follow their interests.

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Resources

• Some suggested websites, media or primary source
  material youll find useful.
• All available at www.americaninstituteforhistory.
  org

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SAMPLE LESSON "TITLE Grades Subjects
Confederate Army Life Danielle Kutcher, Natalie
Michael, Kenneth Heim Monroe Township, New
Jersey Grade Level Elementary School /Middle
School New Jersey Social Studies Content
Standards 4.3, 4.4, 4.5, 4.6,
Objectives One to three Objectives

• Students will be able to
• discuss key elements of daily life of a
  Confederate and/or Union soldier.
• analyze primary documents in order to gain a
  more accurate view of historical life.
• compose letters from Confederate soldiers to
  their family members.
• share their PRE and POST perceptions of the
  actual experiences of the Civil War soldier.

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Disseminating the Teaching American History Grant
Resources and Content Training?
Recommendations
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DEVELOPNG THE DISTRICT VERTICAL TEAMS

• Vertical Team Teachers
• Five Elementary
• Five Middle
• Three High School

• Vertical Team Meetings
• Lesson Development
• Turnkey Training
• Curriculum Articulation

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Some Questions
Who Will Develop the Turnkey Package?

• Teachers
• Project Directors

When Will the Turnkey Package be Developed?

• During the Colloquia
• Vertical Team Meetings on School Days
• After School and/or Saturdays

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HOW AND WHERE WILL TURNKEY TRAINING TAKE PLACE?
IN DISTRICT Teams of TAH fellows turnkey lessons
and content training to district teachers.
LOCAL STATE NATIONAL SOCIAL STUDIES
CONFERENCES Teams of TAH fellows travel to
conferences and present to workshop participants,
and possibly department or faculty meetings.
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Considerations
Grade Level or Curriculum Based Content Training
Is this About Pedagogy?
Content Training?
Should the Training Vary Dependent Upon Audience?
Elementary Middle - Secondary
Should Turnkey Trainers be On the Same Grade
Level as the Audience?
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Two Models that Have Worked
District In-service Days and Conferences
Grade Level Meetings
Using the TAH Resources Develop a PowerPoint and
Additional Support Materials that Train a
Specific Group of Teachers in the Content of the
Curriculum at that Grade Level

• Mixed Grade Levels
• Historical Dialogues
• Content Focus
• 18th-19th-20th Century
• Present Lessons
• Discuss content and research that supports the
  lesson

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SAMPLE OF GRADE LEVEL MEETING POWERPOINT
SALUTARY NEGLECT

• Even though England believed in a system of
  Mercantilism, Sir Robert Walpole espoused a view
  of "salutary neglect". This is a system whereby
  the actual enforcement of external trade
  relations was lax. He believed that this enhanced
  freedom for the colonists would stimulate
  commerce.
• The American Colonies were isolated from the
  Mother country. The commercial center of New York
  was located approximately 3400 miles from
  England's center of power, London. This distance
  created an independence of thinking from the
  Mother country that was encroached upon when
  England decided to become more involved in
  colonial affairs.

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THE BIG PICTURE
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• GEORGE III
• AMERICAS LAST KING
• By all accounts, George III was a good king who
  tried to rule wisely, but by 1776 American
  republicans viewed him as a bloody and corrupt
  tyrant.

Diary Account of George III, July 4,
1776 Nothing of importance happened today.
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THE CAUSES OF THE WAR OF INDEPENDENCE, 1763-1775
New England militiamen prepare to meet the
oncoming British regulars at the Battle of
Breeds Hill, just outside Boston, Massachusetts,
June 17, 1775.
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LEARNING FROM THE RANGERSA British officer (in
red at left) assigned to Rogers Rangers learns
about wilderness warfare from his Provincial
allies. The dog is Sergeant Beaubien, which
belonged to Captain John Stark, was listed on the
rolls as a duly enlisted Ranger.
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THE BRITISH ADAPT TO INDIAN WARFAREBy combining
light infantry tactics with their traditional
discipline, British Redcoats learned to master
Indians in wilderness warfare. Here the 42nd
Black Watch Highland Regiment drives home an
attack at Bushy Run, Pennsylvania, August 5, 1763.
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THE BRITISH EMPIRE IN NORTH AMERICA, 1763-1775
(Right) A private or fusilier of the 23rd
Regiment of Foot (Royal Welch Fusiliers), circa
1768.
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IN-SERVICE AND OUT OF DISTRICT CONFERENCES

• Workshop Title Historical Dialogues Content
  Focus in 18th and 19th Century American History
• Participants will receive 2-3 tested quality
  lessons that connect a particular historical
  focus through one century of time.
• Emphasis in the workshop will be on the
  historical content of the period as researched by
  the lesson development teams under the guidance
  of university scholars of American history.
• The lessons serve as a content guide for the
  workshop.
• History is a story and we are trying to make it
  memorable and interesting for students.
• Beginning teachers learn history.
• Veteran teachers/historians learn and add a great
  deal to the dialogue.

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• Middle States Council for the Social Studies
• 103 rd Regional Conference - Gettysburg
• Using the TOOL Project-LessonsWeb Site
• Lesson and Content Presentations by TOOL Fellows
• The Compromise of 1850
• The Nullification Crisis
• The Know Nothings and the Native American Party
• Nativist Riots of Philadelphia and the Rise of
  the "Know Nothings" 1840s and 1850s

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COMPROMISES

• HAMILTONIAN
• vs.
• JEFFERSONIAN
• VIEWS

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ARE COMPROMISES A GOOD THING?

• YES
• ABLE TO SATISFY BOTH SIDES
• AVOID CONFLICT OR WAR

• NO
• SIMPLY PUT THE SLAVERY ISSUE ON THE SHELF
• CIVIL WAR RESULTS ANYWAY

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Constitutional Convention

• Despite beliefs of unalienable rights for all
  men, the founders had to compromise their views
  when it came to the slavery issue.

A COLONIAL SLAVE-MARKET IN THE SEVENTEENTH
CENTURY
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THREE FIFTHS COMPROMISE
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HAMILTONS FINANCIAL PLAN

• EXCISE TAX ON WHISKEY
• PROTECTIVE TARIFF- To protect American industry
  from British competition
• ASSUMPTION OF STATE DEBT
• NATIONAL BANK
• INDUSTRIALIZATION

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JEFFERSONIAN VIEW

• STATES RIGHTS- VA and KY Resolutions
• FARMERS
• FRENCH REVOLUTION
• COMMON MAN
• AGRARIAN SOCIETY

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INDUSTRIAL DEVELOPMENT AND WESTWARD MOVEMENT

• Sectional tensions mount with the addition of
  new territories

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• YEAR TWO Fall Topics
• Nativist Riots--Philadelphia (and others)
• Irish Immigration from the Great Hunger
• Industrialization of the Northeast (1820-1860)
  (Lowell Mill girls?)
• German Catholic immigration (1840s 1850s) and
  American reactions
• The Know-Nothings (especially the Native
  American Party and political activity)
• Robert Fulton the Steamship
• War with the Barbary Pirates
• Commodore Perrys trip to Japan
• The Panic of 1837
• Ordinance of Nullification(Calhoun vs. Jackson
  and the reasons for high tariffs)
• Embargo Act (Northeast reaction)
• Missouri Compromise (Jeffersons opinions vs.
  John Jays opinions?)
• Compromise of 1850 (as a cause of the Civil War)
• The Embargo Act
• The Travels of Alexis De Tocqueville
• The Second Great Awakening
• Free African American communities in the North
• The Underground Railroad

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