SS 631 LESSON PLAN
NAME:
ALFRED BYERLEY
DATE:
SOCIAL SCIENCES AREA:
AMERICAN HISTORY
SOCIAL SCIENCES THEME:
TIME, CONTINUITY, AND CHANGE
06-29-2015
STANDARDS (Common Core State Standards, Grade-/Content-Level Expectations, Depth of Knowledge, Show Me Standards, MoSPE)
Missouri Learning Standards/Content Level Expectations: Missouri, United States, and World History 3a. Knowledge of
continuity and change in the history of Missouri and the United States. F. Westward expansion and settlement in the U.S.. 6.
Relationship of individuals and groups to institutions and traditions. H. Effect of personal and group experiences on perceptions.
DOK: Level 3: Strategic Thinking
Show-Me Goals-Performance/Process: Goal 1.6 & 4.1 Show-Me Goals-Knowledge: SS3 & SS6
MoSPE: Standard #1: Content knowledge aligned with appropriate instruction. Quality Indicator 2: Student engaged in subject
matter. Quality Indicator 5: Diverse social and cultural perspective.
Standard #4: Critical Thinking. Quality Indicator 1: Instructional strategies leading to student engagement in problem-solving
and critical thinking. Quality Indicator 2: Appropriate use of instructional resources to enhance student learning.
OBJECTIVE
Student(s) will be able to articulate how the American people felt about President Jefferson’s purchase of the Louisiana Purchase
and explain why they felt this way.
ESSENTIAL QUESTION/BIG QUESTION:
Why must we understand how people’s perception can vary in depth about an event and can change over time?
ASSESSMENT/CRITERIA FOR SUCCESS (How will you know students have gained an understanding of the concepts?)
Formative Assessment: Three minute pause & journal entry
Summative Assessment: Five paragraph essay with grading rubric
COMER DEVELOPMENTAL PATHWAYS ADDRESSED (check all that apply to the lesson)
Cognitive
X
Language
X
Ethical
Physical
Psychological
Social
MARZANO INSTRUCTIONAL STRATEGIES (check all that apply to the lesson)
Identifying Similarities and Differences
Questions, Cues, and Advance Organizers
Homework and Practice
X
X
Reinforcing Effort and Providing Recognition
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
X
Nonlinguistic Representation
Summarizing and Note Taking
Cooperative Learning
X
RESOURCES
 What resources will you and your students use?
Computers and internet
Atlas and maps
http://havefunwithhistory.com/movies/lp.html
http://www.schooltube.com/video/28f20797e88682e21268/The-Louisiana-Purchase
http://www.history.com/topics/louisiana-purchase
https://history.state.gov/milestones/1801-1829/louisiana-purchase
http://www.ushistory.org/us/20c.asp
http://www.loc.gov/rr/program/bib/ourdocs/Louisiana.html
http://history.howstuffworks.com/revolutionary-war/louisiana-purchase4.htm
LEARNER DIVERSITY
 What diverse learner needs do you need to consider when selecting resources, grouping students or planning the culminating project?
 How will you gear up/gear down the lesson?
Gear Up: Peer coaching, additional reading, and introduction to related subjects that are directly influenced by topic.
Gear Down: Cooperative learning, extra time on task, teacher feedback with additional time for corrections or reflections,
alternate resources and/or small group learning.
ELL and/or Exceptionalities: Additional resources, more define definitions and examples. Peer assistance and multi-lingual
media.
ENGAGE
 Capture the students’ attention, stimulate their thinking and help them access prior knowledge.
Discussion of topic with three minute pause to reflect their own interpretations, followed by journal writing. Peer coaching
through group discussions. The use of open ended questions which could lead to a variety of correct responses and formulation of
their own opinion.
EXPLAIN (MODEL)
 Involve students in an analysis of their explorations.
 Use reflective activities to clarify and modify their understanding.
Discussions over key factors and opinions about the Louisiana Purchase supported with multiple resources. Three minute pause
for reflections and a journal writing exercise. A formal written five paragraph essay will be written on the topic in accordance to
the grading rubric.
This lesson plan format was adapted from the e-mints constructivist lesson plan form found at http://www.emints.org/tools/index.shtml
EXPLORE (GUIDED PRACTICE)
 Give students time to think, plan, investigate, and organize collected information.
Show two short videos referencing the Louisiana Purchase. Discuss the topic and pertinent questions relating to the Purchase.
Three minutes will be given for quiet reflections followed by a brief discussion. A journal writing project will be given. The five
paragraph essay will be explained and questions will be answered. Time will be given for expansion of topic via computer and
internet. A formal written essay will then be completed by each student. Once complete a post discussion will take place for
expansion of the topic, unclear questions will be answered, and further investigations of connected topics.
ELABORATE (INDEPENDENT PRACTICE)
 Give students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real-world situation.
After showing two short videos over the Louisiana Purchase, students will be given three minutes to reflect their own
interpretations of the video and questions presented. Then students will be given time to reflect on what they have learned in a
journal writing exercise.
Through group discussion and the five paragraph essay, the students will individualize their own opinions based on facts and
evidence explored related to the topic based on the five paragraph grading rubric.
EVALUATE (FEEDBACK/CLOSURE)




Evaluate throughout the lesson.
Present students with a scoring guide at the beginning.
Scoring tools developed by teachers (sometimes with student involvement) target what students must know and do.
Consistent use of scoring tools can improve learning.
Students will assessed through teacher observation during the discussions and journal writing via the observation checklist. The
five paragraph essays will be evaluated based on the grading rubric given.
This lesson plan format was adapted from the e-mints constructivist lesson plan form found at http://www.emints.org/tools/index.shtml
Revised August 8, 2007
Points
5
Thesis
Clear, well
developed thesis
Understanding of
the Question
Understands
complexity of the
question; deals
with all parts of
the question in
depth
Analysis
Supportive
Information
Grammar and
Structure
Organization and
Writing Style
4
Contains a clear
thesis with limited
development
Limited or lack of
understanding of
complexity; may
deal with one part
of the question in
some depth, or in a
more general way
Provides effective Limited analysis,
analysis of the
mostly describes
question; some
imbalance
permissible
Supports thesis
Supports thesis
with substantial,
with some factual
relevant
information
information
May contain
May contain minor
insignificant
errors that do not
errors
detract from overall
essay
Well organized
Clearly organized
and well written
and written, but not
exceptional
3-2
1-0
Lacks a thesis, or
thesis may be
confused or
underdeveloped
Ignores complexity;
may deal with one
part of the question,
or all elements of the
question in a
superficial way
No thesis
Weak or
inappropriate
analysis
No analysis
Lacks supporting
information, or
information given is
minimal
May contain major
errors
Incompetent,
inappropriate
responses
Weak organization
and writing
Disorganized and
poorly written
May simply
paraphrase or
restate the
question
Contains many
major or minor
errors
This lesson plan format was adapted from the e-mints constructivist lesson plan form found at http://www.emints.org/tools/index.shtml
Revised August 8, 2007