HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : MrsRutkowski
Building : WHEMS
Subject : Social Studies
Proposed Dates: September 2015
Grade Level (s) 7th
Unit Plan
Unit Title: An Introduction to Social Studies.
(A two week unit that introduces the who, what, when, where, why and how of history.)
This opening unit briefly introduces the eight skills most historians utilize, and the different types of activities we will do throughout the year. It is also an introduction of the Five Highways of History (geography, society, technology, government and economics), as well as show students the importance of learning
history. This takes roughly two weeks.
Essential Questions: Why do we study history?
Where can history be found?
What skills do historians use?
What happened on 9/11/01?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
CC.8.5.6-8.A: Cite specific textual evidence to support analysis of primary and secondary sources.
CC.8.5.6-8.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Summative Unit Assessment :
Summative Assessment Objective
Students Will__x__ Rubric ___ Checklist ____ Unit Test ____ Group
__x__ Student Self-Assessment
__x__ Other (explain)
Assessment Method (check one)
DAILY PLAN
Day
Objective (s)
Students will be introduced to
teacher and when presented with
artifacts ,be able to analyze evidence about the teacher.
DOK
LEVEL
1,2
3,4
1
G
r
o
u
p
i
n
g
Activities / Teaching Strategies
Share 5 artifacts with students from life to
W
help them answer the questions. Explain the
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importance of evidence
Go over their answers and share the real ones with
a few more video clips. Talk about how their first
impressions of me were probably way off and how
the evidence is what drove their answers. Then
discuss and tell them that tomorrow will be their
day to start sharing their lives with me. Assign
their first homework of the year (which is actually
for their parents to do) and tell them that homework, while rare in my class, is very important.
Materials / Resources
W/S-Who is this Teacher?
Artifact 1: Tickets -Admission
ticket from Longwood Gardens.
Artifact 2:Pictures of my children
on my desk
Assessment of Objective (s)
Formative-
SummativeStudent Self - Assessment-HW
“Tell me about your kid”
Artifact 3: NYYankee items on
my desk.
Artifact 4: Pandora - Two 30second plays of songs that randomly come up on my personal
Pandora station.
Artifact 5: Plants from the window.
Students will complete a
basic inventory of their
2
and own interests. Students
3
will then set up their interactive notebooks.
4
Students will be introduced to the concept of
why we study history.
1,2,3
4
Who Are You? A basic inventory of stuI
dent interests and background, utilizing a
centric graphic organizer.
smartboard, notebook,
pencils, crayons.
FormativeSummativeStudent Self - Assessment-graphic
organizer
1,2
3,4
In this fun and highly interactive presentation students are introduced to why we
study history.
Students take Cornell notes during the presentation.
W, PPT-Why History?
I
Formative-notes
SummativeStudent Self - Assessment-
Students will be able to describe a skill of historians.
1,2,3
4
Students will read the directions on the notes section below each slide. Cornell notes.
w, Module 1-PPT -Historians Collect
I
5
Formative-Cornell notes
Summative-
Student Self - Assessment-exit ticket
Students will be able to describe a skill of historians.
1,2,3, Students will read the directions on the notes section below each slide, and take Cornell notes.
4
W, Module 2-PPT -Historians Consider.
i
6
Formative-Discussion Questions
Summative-
Student Self - Assessment- Exit ticket
Remembering 9/11
7
Students will cite specific
textual evidence to support
analysis of primary and secondary sources.
Students will be able to describe a skill of historians.
1,2,3
4
1,2,3
4
-View a Nick News video about 9/11.
-Then, read an article about how America has
changed since 9/11.
-After reading the article individually, work as a
class to ‘map’ the article. Start with the topic (the
attacks of 9/11), move to the main idea (the attacks on 9/11 changed America), and focus on the
key details the article used to support the main
idea.
-Use Google Earth and view live images of the Twin
Towers Memorial, as well as, the Pentagon Memorial.
G
http://www.podcast.tv/videoepisodes/what-happened-thestory-of-september-11-200115862017.html
Students will read the directions on the notes section below each slide, and take Cornell notes.
w, Module 3-PPT -Historians Comg municate.
Copies of Article “How 9/11
Changed America” for each
group of students. (CC aligned)
Formative-Questions from article.
Summative-
Student Self - Assessment-
Organization map for each student.
8
Formative-Discussion questions,
graphic organizers.
Summative-
Student Self - Assessment Exit ticket
Students will be able to describe a skill of historians.
9
1,2,3, Students will read the directions on the notes section below each slide, and take Cornell notes.
4
w, Module 4-PPT -Historians Coopg erate
Formative-Discussion questions,
graphic organizers.
Summative-
Student Self - Assessment Exit ticket
10
Students will be able to describe a skill of historians,
cooperation.
1,2,3, History Skills: Introduce students to the 8 key history skills
4
Cooperation challenge.
Handout of skills.
crayons
Formative-Discussion questions,
graphic organizers.
Summative-
Student Self - Assessment Exit ticket
Students will analyze a
reading “The Nacirema”.
1,2,
3, 4
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After reading the article, students are
instructed, through a PPT presentation,
on how to cite, interpret and analyze.
Handout-The Nacirema for
each.
PPT for instructions.
Formative-Questions from article.
Summative-
Student Self - Assessment-
Students will apply and
use the 8 history skills to
analyze an artifact
1,2,
3, 4
12
Students will apply and
use the 8 history skills to
analyze an artifact
13
14
Students will decide
which source would be
more reliable given the
topic.
1,2,
3, 4
Artifact Lab- Break students into groups each
with an unidentified artifact. Items can be
found fairly cheaply or you can simply print
pictures of them. Pass out the worksheet and
instruct students to work in their groups to
complete the 8 tasks.
Allow groups to "present" their artifact to the
class at the end.
G, PPT-
Artifact Lab- Break students into groups each
with an unidentified artifact. Items can be
found fairly cheaply or you can simply print
pictures of them. Pass out the worksheet and
instruct students to work in their groups to
complete the 8 tasks.
Allow groups to "present" their artifact to the
class at the end.
G, PPT-
Formative-Lab sheet
http://betterlesson.com/com
Summativemunity/document/218191/be-thehistorian-pptx
Student Self - Assessment-exit ticket
Formative-Lab sheet
http://betterlesson.com/com
Summativemunity/document/218191/be-thehistorian-pptx
Student Self - Assessment-exit ticket
Formative-questions on
1,2,3, PPT on Source Reliability : Present the PPT on W, Source Reliability :
sources. (A series of topics with two sources
https://www.dropbox.com/s/rc sources
4
I
of possible information.)
un27v302j1i0y/Source%20Rel
Summativeiability%20Activity.pptx
Student Self - Assessmentexit ticket
15
16
17
18
Students will be introduced to the idea that
history is everywhere.
They will be asked to
speculate the origins of
the war in the book.
1,
2,3,4
Students will learn the
basics of geography, the
study of lands and environment
1,2,3, Students will follow a 4 point checklist
asking them to list specifics of their
4
Butter Battle Book by Dr. Seuss.
Read Dr. Suess' The Butter Battle Book to
students. (an allegory on the Cold War. Students speculate how it relates to them.
w, Book by Dr. Seuss (or youtube Formative-Handout
video of same).
i
Handout:
https://docs.google.com/file
/d/0B_LeBqE6KPRRN1NEa1hJ
TVFJdkU/edit
Summative-
Student Self - Assessment
Exit ticket
Have them complete the worksheet, a set of
questions to go along with The Butter Battle
Book by Dr. Seuss. Use this book to show that
history can be found everywhere.
school and classroom, their environment,
their world.
w, Handout “One Day of Geg,i ography”
Formative-Handout
pens, pencils, globe, maps
textbook
Students will interpret the 1,2,3
level of advancement of
4
ancient Romans by analyzing pictures and facts
from ancient Rome
Set-up slide show on smart board:
I
https://docs.google.com/presentation/d/1D
bbyAa54XkuPRLPNoxxIYwWiL6HkjrYn
JgqJgDuCIHU/edit#slide=id.p4
Students will be intro123
duced to the concept that 4
one person, one action,
can change the coarse of
history.
https://www.youtube.com/watch?v=_LKe
8V-h7h8
PPT-Lessons from Pompeii
W, Anberlin “We Can Change
G, the World”
I
https://www.youtube.com/
watch?v=rK6Age5f1TE
Formative-Questions from PPT
SummativeStudent Self - Assessment Exit ticket
Summative-