In this assignment, you will develop a lesson focused on involving students in analysis of primary source materials. Teachers must produce first-rate lessons on their own by adding a variety of readings, primary sources, maps and illustrations. To give you experience augmenting textbook lessons, follow these steps:
1. From your chapter in The Americans, select a brief account of a discreet historical event such as the Battle of Lexington or the Dred Scott Decision and make an extra copy of that page.
2. Next conduct a search that will produce the following materials to supplement your textbook and uncover the event that the textbook narrative treats as a simple matter of settled fact. Frame a lesson plan that combines Dimension 2 and Dimension 3 activities into an analytical and document based lesson.
a. A minimum of one primary source;
b. A minimum of one map;
c. A minimum of one relevant photo, picture, painting or cartoon;
d. A brief reading from a scholarly secondary monograph or journal (NOT a second textbook, popular source, or web document other than a peer-reviewed e-journal) that provides you and other teachers an alternative view with deeper analysis of the event.
3. Prepare a lesson plan according to the forms passed out in class. Include a minimum of three lesson objectives, making sure to key all three to a relevant benchmark in the Michigan Framework. For example: "Students will demonstrate knowledge of chronological sequence of American Civil War events by placing at least 10 major battles on a timeline in correct chronological order (Framework 1.1 MS 2)." "MS" will stand for "Middle School" benchmarks in the version of the state framework you received in your course pack; similarly EE=Early Elementary, LE=Later Elementary, HS=High School. One of these benchmarks must be drawn from the History standards, the other from the other strand relevant to your option. Outline the activities you will develop to teach your supplementary materials.
4. Estimate the time it will take to complete each lesson activity, and type that estimate to the right of each activity.
4. Prepare your materials to a professional standard, using a computer for writing, a laser printer for printing. Make sure any photocopies of graphic material are as clear as your original will permit you to make them. Make enough copies for your group and for submission.
5. Evaluation will be conducted according to the rubric to be handed out in class.
6. On the day the assignments are due, a minimum of 6 persons person will present the materials
in small groups. Come prepared to teach your lesson to your group. The students should be actively involved in learning the activity for the majority of
your demonstration.
DUE BY DATE SHOWN ON SYLLABUS AND ASSIGNMENTS PAGE