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EDUC 2220- Educational Technology Lesson Plan Template American History Timeline
Amina Qambi Third Grade Social Studies

Common Core Standards:

History Strand
Historical Thinking and Skills

1. Events in local history can be shown on timelines organized by years, decades and centuries. 2. Primary sources such as artifacts, maps and photographs can be used to show change over time.
Heritage

3. Local communities change over time.

Lesson Summary: I will be teaching the history of America. From Christopher Columbus to important events throughout American History. The lesson will include a timeline in which dates will be but with their corresponding events and people that were involved. Under each even their will be a small caption in which the event will be described. Each student will be making a timeline. Estimated Duration: The lesson will take about 3 hours or 3 days to complete Commentary I estimate that the lesson will be challenging in different aspects. It will be a challenge for the students to organize their time line a head of time so that everything fits in. They also need to make sure it is neat even though there will be a lot of information to fit into the time line. The students will get hooked to the lesson because a lot of the project will be sometimes they can personalize to what they like. They can use whatever colors they want, they can draw pictures of different events or just draw if they would rather put their own work to describe the event or person.

Instructional Procedures: Day 1: Introduction I will introduce the project by asking the students what they know about the history of America. What was the earliest event or person they remember? Do they know any important events throughout the history of America? Students will be able to discuss different events and people with their peers. They will also decide if they will do this project by themselves or with someone else. Overnight, the students will think over what they will be doing, how they will organize their timelines. The materials they will use, just planning what they will do the next day. Day 2: Teaching/Research First half of the class I will start out by first teaching with the first written event in the history of America, Christopher, Students will be listening and writing down what they need for the project. I will then move on to different events such as the different colorizations of the area. Then I will move onto the revolutionary war and Americas independence, Then I will move onto the industrial revolution. I will make sure the information is not too much and that I teach it in parts instead of dumping al of the information on the students. Second Half The students will be able to go off and do their own research. They can use books, textbooks the internet etc. During this time they can collect the information they will be using on their timelines. During this time students who will be working in groups will have a chance to collaborate and split the jobs. By the end of the class, the students must have all of their research done by the end of the class. If they have something left they can finish at home if they can. Day 3: During this class time, the students will be putting their project together. They will be able to use materials such as colors, poster paper etc. They will be organizing their research and writing it down on the timeline. Students will also be able to ask for help from me, I will be going around the classroom to check on the work and making sure everybody is doing what they are supposed to be doing. By the end of the class, the project must be done. Students will be presenting them the next. If they have a small part left they can finish it at home. Pre-Assessment: I will make sure the students understand the standards of my lessons by making sure they make an outline of the project before the start it. Something that is small on a piece of paper that will show they understand what will be on the timeline. When they finish the outline, I will look over the paper to make sure they will be following the rules and doing what theyre supposed to do. I will then return the paper with the corrections if they need it so that they can use it as a guide for the timeline. Scoring Guidelines: The scoring will be a guideline with a checklist so the students can make sure they have everything they need to get it done. The list will include neatness, organization, having all the information, using class time appropriately etc. Each will have a certain amount of points for it, showing what is more important, although all guidelines should be followed.

Post-Assessment: After the project/lesson is done, the students will have a quiz over the timeline. It will ask them what they learned, something interesting they discovered, what was their favorite parts, etc. Scoring Guidelines: The quiz wont be graded harshly. It will be more of a way to check that they learned something and that they had fun with it. The quiz will have 10 questions with 10points for each question. As long as they answer each question completely, they will get a good grade.

Differentiated Instructional Support Accelerated students will be not only be doing the timeline, but they also will be adding a paper explaining the timeline. For example, they will write in the paper what the timeline describes, the people, and the events. This paper will only be one page long and will be a summary instead of a formal paper. To meet the needs of students who might be struggling with the material I will help them along the way. I will help them get resources, set up the poster, and any other help they need.

Extension Link http://www.timeforkids.com/destination/usa/history-timeline This site is for kids and features an interactive timeline. This timeline can be used by the students as an example for what information they can have on their own timelines. The students can click on the different dots on the timeline to see a caption of the event, just like they should have on theirs. Homework Options and Home Connections As I mentioned before, when the students are doing the project in the class, they can take it home and finish it the part at home. Also, if they need to do more research, coloring or anything else. For the students how are accelerated, they will be doing their summary paper at home. The research will be done online from different websites. Interdisciplinary Connections Not only will the students be learning history, they will be learning science also by talking about events that changes US history, Such as Thomas Edison and the light bulb, or Newton and gravity.

Materials and Resources:

For teachers Books for students Online resources Textbooks Online interactive timelines

For students

Laptops Books Crayons Color pencils Pencils Poster paper

Rulers Printer

Key Vocabulary Resources Organization Neatness History Timeline