ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Emma Owdom History/Abraham Lincoln 4th Grade Abraham Lincoln’s Life and Presidency ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will understand the importance of Abraham Lincoln during the Civil War. Students will create a collage, music, display board, and a timeline, and will present their ideas as well as debate their ideas. Objectives: Content/Knowledge: Students will share their researched information with their peers. Process/Skills: Students will create a collage that represents Lincoln’s life. Students will create a poster display board as well as a song or jingle that reflects a time in Lincoln’s life. Values/Dispositions: Students will debate different aspects of Lincoln’s life as well as events that occurred during his lifetime. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Students should have a solid knowledge base on the Civil War time period. It is important that students know about these events because they effect our daily lives. Abraham Lincoln was from Illinois, so students from Illinois should have a good background knowledge on this president. Standards: State – Illinois Common Core or Learning Standards 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 16.B.2d (US) Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt. National – NCSS Themes • • 2. TIME, CONTINUITY, AND CHANGE 4. INDIVIDUAL DEVELOPMENT AND IDENTITY Logical/Mathematical Logical/Mathematical •The entire class will be researching about President Abraham Lincoln. The class will be divided up into two groups. Each group will be given different websites to research. Both groups will cover the same content area, however they will be written from different view points. Each student will be given a worksheet that has guiding questions for the students to be able to take basic notes on their own. •Resources: •Computers with internet access •List of websites to search •Guiding questions •http://upload.wikimedia.org/wikipedia/commons/8/80/Abraham_Lincoln_O-116_by_Gardner,_1865-crop.png Verbal/Linguistic Verbal/Linguistic •Students will get back into their groups that they had formed during the logical/mathematical section. Students will share or present their information they had researched with their group. Once all of the students have presented, the group will combine the main points into one document. This will be used later on. •Resources: •Notes from research •Desks arranges in circles, or a grouping manor. •https://empoweryourknowledgeandhappytrivia.files.wordpress.com/2014/09/abraham-lincolns-speech.jpg Musical/Rhythmic Musical/Rhythmic •If Pandora Radio existed during Lincoln’s time, what type of music would represent each of the parts of his life? The class will be divided into new groups of 3-4 students. Each group will be given a time period during Lincoln’s life (Childhood, early adulthood, presidency, civil war, assassination). Each group must find three songs that represent this time period, as well as create an original song or jingle that corresponds with the time period. Once the groups have their four songs (three actual songs from any era, one original, all tie into Lincoln’s life) they will present their material to the class. After listening to the music, the presenting group must explain why they chose the songs they chose and how each relates to Lincoln’s life. • Resources: • Computer with internet access • Recording device • Musical instruments/tools to create their own song •http://20.media.tumblr.com/L9l7FfkMOpgcg4j8BcCFFM9Xo1_400.jpg Visual/Spatial Visual/Spatial •Students will create a collage of pictures that represent Lincoln’s life. Students will use magazines, newspapers, and the internet to find pictures and to glue them to their small poster board (8.5X11inches). •Resources: •Magazines •Newspapers •Computer/tablet with internet •Printer •Scissors •Glue •Poster board (8.5inX11in) •http://fineartamerica.com/images-simpleprint/images-medium/abraham-lincolnportrait-debra-hurd.jpg Body/Kinesthetic Body/Kinesthetic •The Students will be put back in to their music groups. Students will receive a slip of paper describing a fact from Lincoln’s life. They must create a poster display with information and pictures to describe this fact further. Once all the groups are finished, they will participate in the gallery tour. As small groups, students will walk around the room and analyze the displays. Once the class is back together, the students will have to create one large timeline display that coordinates all of these life events/facts. The students will decide where their original slips go after learning about the different aspects of Lincoln’s life. The timeline will be in the hallway for the other classes to view. •Resources: •Slips of event/fact about Lincoln •Internet and printer access •Poster displays •Timer (for gallery tour) •Hallway blank timeline •http://www.americaslibrary.gov/assets/aa/lincoln/aa _lincoln_youth_2_e.jpg Interpersonal Interpersonal •Students will regroup with their research group from the logical/mathematical section of the lesson. Students will review their main points that they had created during the verbal/linguistic section. Once both groups have reviewed their information, the groups will debate various aspects or events that happened to Abraham Lincoln or during his lifetime. Each student is required to speak at least twice during the debate. •Resources: •Individual and group notes from logical and verbal sections. •Timer (to keep talk time during debate even) •https://evanleatherwood.files.wordpress.com/2012/02/800px-lincoln_debating_douglas.jpg Intrapersonal Intrapersonal •Although there is a lot of group work done in this lesson, many research and creation portions are done individually. Students will work independently during the research for logical/mathematical when they initially learn about Abraham Lincoln and for the visual/spatial when they create their own collage to represent Abraham Lincoln’s life. •Resources: •Computer/internet •Printer •Scissors •Glue •Poster board •http://www.clipartbest.com/cliparts/dTr/eeB/dTreeBBnc.jpeg Naturalistic Naturalistic •Students will visit Springfield, IL to go see the Lincoln Museum. Students will be divided into new groups and a tour guide will take them throughout the museum. Students will be given a fun fact/guide sheet. As they view different artifacts at the museum, they will fill out the questions on the fun facts sheet. This connects with naturalistic because students are out in the community learning from people other than teachers and classmates. •Resources: •Bus •GPS (map) •Tickets/money for museum •Fun fact/guide sheet. •http://media-cdn.tripadvisor.com/media/photo-s/03/27/2b/fc/abraham-lincoln-presidential.jpg ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Visual Learning, Assessment, and Online Resources: Assessment: 1. Students will be assessed on their participation during preparation for the class debate and the class debate itself. Students will be assessed on their creation of the collage, poster display, explanation of music choice, and on their fun fact sheet and behavior during the field trip. A rubric will be used to assess each of these items. Online Resources: 1. https://delicious.com/eowdom/tag_bundle/ETE%20335