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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Effective Lessons Procedures andAssessments
What is the purpose of a Lesson Plan?
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TOCOMMUNICATE
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To Whom?
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 skills
• DEVELOP ESSENTIAL QUESTIONS
• How will they be assessed?
• Planning methods of assessment first clarifies
  the types of activities you might use in the
  lesson.

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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

• Knowing how you are going to assess students
• Clarifies the development of your methods and
  activities
• Focuses the teacher on the development of
  critical thinking questions and closure
• Assists students in being successful

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The Lesson Model
INSTRUCTIONAL OBJECTIVES 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 or describe something.
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Grade Level
What age or grade are the students? You are the
experts! Is what youre planning appropriate for
students at that age or grade level?
You might consider making them Elementary/Middle
Middle/Secondary
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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
"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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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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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.
IMPORTANT - Please be sure to avoid plagiarism in
any background material you submit to AIHE for
publication.
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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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Assessment

• Assessment can help evaluate both the students
  progress and the teachers effectiveness.
• Assessment helps the teacher to know what
  learning took place as a result of a lesson.
• 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.
• Do your assessments accurately reflect students
  mastery of the lesson objectives?

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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, 4.7, 4.9, 5.1,
5.4, 5.8, 6.2, 6.8, 6.9, 6.11
Objectives One to three Objectives

• 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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• 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