ED 345 Calvin College Lesson Planning Form

Teacher:
Studies

Katie Klomp

Date: 11/6/15

Subject/ Topic/ Theme: Social

I. Objectives
What is the main focus of this lesson?
To discuss what it takes to think like a historian, the questions they ask, and how we can use those
questions all of the time.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson kicks off the unit as the students begin to look into the past and study the Native Americans in
the US. They are learning how to study history and what it means to be a historian.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can list and apply the questions that historians use.
I can discuss the importance of the questions and how they help us see the whole picture.
I can apply the questions that historians use to daily situations and discuss how it would be
helpful.
3 - H3.0.1 Identify questions historians ask in examining the past (e.g. What happened? When did
it happen? Who was involved? How and why did it happen?).
CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
II. Before you start
Prerequisite knowledge
and skills.

What is history, what is a historian, the importance of a big picture.

Assessment
(formative and
summative)

Formative: class discussion concerning the importance of each of the

puzzle pieces.
Summative: the exit slip
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will be able to perceive through
the use of the sources, talking with an
expert, and discussing with peers

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will interact verbally
with Miss Van Haitsma, and then
also with peers during the activity
with sources

Options for Language/Symbols

Students will hear the information and also
see using the puzzle pieces and pictures.

Options for Expression

Students will express themselves
through verbal discussion with
peers and then written during the
exit slip

Options for Comprehension

Students will be able to comprehend
through the expert discussion, the puzzle
pieces and the

Options for Executive Function

Students will be asked to compare
the questions that historians ask
with their lives and how they are
still applicable.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
The conversations with Miss Van
Haitsma, working with the sources
as a group and then the group
discussion about the puzzle
pieces.
Options for Sustaining Effort &
Persistence
Students will be constantly
engaged and moving around the
classroom. They will be in
conversation with peers
throughout the lesson.
Options for Self Regulation
Students are applying the
information to their lives and also
checking their behavior with their
peers.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Sources about the Boston Tea Party (4), Puzzle pieces (picture of the back) ,
IPad for Face Timing,

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

Students will begin on the carpet for the beginning discussion and the
interview with Miss Van Haitsma. They will be in their desks after the
interview and then go around the room to discuss their sources.

III. The Plan

Tim
The description of (script for) the lesson, wherein you describe teacher
Parts
e
activities and student activities
7
Motivatio
n
Give students the pre-assessment and time to fill out.
(Opening/
What do we know about history? Historians? Record student responses on the
Introducti
board
on/
We are going to talk to someone who knows quite a bit about history. She is
15
Engageme
going to talk about what it takes to be a historian! (FaceTime Alyssa Van
nt)
Haitsma)

Developm
ent

10

Talk with students about appropriate questions. Remind them to be respectful

of our digital guest!
Alyssa talks about studying history what questions they pay attention to,
what topics people usually study.
Give time for students to ask questions.
Thank Alyssa for her time.
Review the conversation with the students.
- What do historians do?
- What are some things that historians study?
- What are some questions that historians ask?
Take out the puzzle pieces. Pass one out to each group. Why would someone
want to know.(go through each question)
Which one is the hardest to find out? (Why)
We need all pieces of the puzzle to see the whole picture!
Pass out the sources. Have students answer the questions that historians ask
using their resource. Tell them that they are all looking at the same event
Have students share information.
Did all of your descriptions match? Why not?
Another important piece of being a historian is looking at more than ONE
source. We want to see the WHOLE picture.
Can historians be wrong? Sometimes it is hard to understand the past!

Take students to the carpet. Have the students take a look at the puzzle
pieces again. Show them each puzzle piece to review the question on each.
7
As you review, flip the piece over to show a section of a picture.
With each puzzle piece, you get another clue to what the picture is. We need
them all to be sure that we know what the picture is of.
Would asking these question be helpful even if we are historians? Why?
When dealing with others people who are our friends and people who arent
3
Closure
we want to see the WHOLE picture before we make our judgments.
(Example: Maddie punched Tyler in the face today at recess! When you come
to tell me about it, what is the information that we want to know? (who,
where, when, why) Which one is the hardest? (why we dont know what was
going through Maddies mind when she punched him!)
5
Before we judge what happened, we need to remember to look at the WHOLE
picture.
Pass out exit slip
Have students hand in exit slip and then get out a book to read until
everyone is finished and ready for our next lesson.
Your reflection on the lesson including ideas for improvement for next time:
WOW. This lesson was not only super fun to teach, but it fell at the most perfect time. We
have been having some trouble with bullying/teasing/tattle-tailing and I thought that relating
the questions to this subject would be fantastic and it was! YAY!
The unfortunate part, however, was that our guest speaker was sick with the flu and was
unable to talk with us. Fortunately, I had emailed the questions that we had and she sent a
response with answers that I used to talk with the kids about historians. They were bummed,
but this was still a good alternative.
During the activity with the sources, some of them were getting frustrated because they
couldnt answer some of the questions just based on their evidence. What a great learning
experience!
Next time, I want to do the same thing again. It worked wonderfully and I am very grateful for
that! I am excited for the rest fo this unit!