Introduction
"As a United States citizen it is our responsibility to know about our past in order to promote a better future."
These are the twin towers.
On 09/11/2001 a group of people destroied the towers.
These groupes hoped to hurt the American people and cause us to fear our future so that it would not be better... but it did not work.
This lesson will explain why these groups were not successful.
Task
Objectives:
Day 1: Developing the vocabulary from www.classbrain.com
Day 2: Write out what was learned for www.brainpop.com
Day 3: Orally tell the group what you know or learned.
Day 4: Map a way to inform friends not to be violent.
Day 5: Write a story of how you can stop violence.
Process
How to accomplish Our Objectives
Day 1:
- Students sit on the carpet area in front of the smart board with their worksheet from www.classbrain.com in hand.
- Teacher projects copy of worksheet on the board and proceeds to read out loud as students follow along.
- During the reading the teacher comes to highlighted words and paraphrases the meaning of each highlighted word and checks for understanding before moving on in the worksheet.
- Students are returned to their seats with crossword and pencil asked to complete the puzzle with little help from their table peers.
Day 2:
- Using lap top the teacher pulls up the website www.brainpop.com and proceeds to find the link to 9/11.
- When the first portion of video is completed the teacher pauses video and ask students to rethink about what they saw.
- Students are given a worksheet with 6 boxes each box labled with one of the five w's and one marked with how.
- The teacher uses a copy of the paper to project on smartboard.
- Pulling a name of the who to ask can, the teacher calls the students name and asks them who the characters were in the video.
- As the student answers the teacher writes down the students responses on the board.
- Steps 5-6 contiune until all the boxes are filled with the information and students are asked to copy the answers as the teacher writes them.
- At the end the teacher comes up with a few short sentences to summarize what was learned.
Day 3:
- Teacher prints out a copy of the twin towers in three stages before, during, and after the attackes.
- Setting a stop watch timer, the teacher gives class 4 minutes to look at each picture and think about what each picture means to them.
- When the timer goes off the teacher calls on a table group to stand up in front of the class with pictures in hand then she calls on one of them to tell what first picture shows, and two other students are called on to tell what the second and third picture shows.
- Teacher gives each table group the same opportunity until all tables have had a turn.
Day 4:
- Students are asked to pull out their daily journals and turn to the next blank page.
- As the teacher models a circle map on the board students are to practice creating the same circle map on their blank page.
- The teacher first draws a ciricle and labels it "Better Choices".
- Teacher then proceeds by asking the students for some better choices if they are ever in a bad situation or if their friends are in a bad situation.
- Using class dojo to randomly pick a student to answer the teacher places the response on around the outside of the circle and ask the students to practice doing the same.
- After collecting about 6-8 good choice the teacher shows the students how to fence off the answers.
Day 5:
- The teacher first explains to the students that the group of people who attacked the buildings did not have anybody to help them make better choices.
- Giving the students a few minutes to look over their circle map of good choices the teacher asks them to pick one of them to draw a picture of them show a friend how to make that choice.
- A timer is set for 10 minutes and the students are asked to turn to the next journal page and draw their picture.
- When the timer goes off the teacher then asks the students to write 3-4 sentences that tell the teacher what good choice they picked and how they would tell their friend to make that choice over the bad choice.
Evaluation
Evaluation
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State Standard: American History Concept: Research Skills for History |
Learning Student is not able to retell and can not use the primary materials to study the past events 1 |
Saticfatory Students can retell some parts of a story and they can use primary materials to study part of past events with little detail. 2 |
Excellent Students can retell the whole story and can use primary materials to study past with great detial. 3 |
Mastery Students retell the whole story and can use primary materials to study past with great detial. They should also use proper vocabulary to discuss these events. 4 |
Total
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PO 2. Retell stories to describe past events, people, and places. |
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| PO 3. Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past. |
Conclusion
In conclusion if the class is able to master PO 2 and PO 3 under the concept of research skills for history, then the five day lesson plan was a success. However, if students were only able to reach excellence or statisfactory then the teacher should review the misunderstandings and include them with the next lesson to ensure that the students can then grasp how the importance of these ideas will enable them to master other future concepts.
Credits
Resources
(2015). Social Studies Standard Articulated by Grade Level:First Grade. Arizona Department of Education-Standards
BasedTeachingand Learning. p.1.
September 11th Memorial Video www.brainpop.com
The Day That Changed Our Lives. September 11 th 2001. www.classbrain.com
Teacher Page
Teacher and Student Materials:
www.brainpop.com September 11th Memorial Video. Frist couple minutes. Video/Worksheet
www.classbrain.com September 11th 2001. The Day That Changed Our Lives. Fact sheet
www.discoveryeducation.com Free Puzzle Maker. Worksheet