Name: Stacey Burns and Matt Baker Class/Subject: 6th Hour Accelerated Ancient Civilizations Date: Monday, April

8, 2013 Student Objectives/Student Outcomes: - Students will analyze pictures of members of different castes and begin to understand a correlation between the caste system and economics in a modern day setting. - Students will use news articles to begin to gather information on the connection between economics and the caste system.

Content Standards: 18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes 2.C Students will connect the contributions of the Ancient Indian civilization to the modern world. 3. B Students will analyze visual representations to recognize historical information. Background to Lesson: Over the past two weeks we have been studying Ancient India. We have focused a lot on the social system (the caste system) and the major religion of the country, Hinduism, and how the two are deeply connected. As we shift our focus from Ancient India to the modern day India we will be continuing to focus on the social system but will also be integrating economics into our instruction. This will be important to our teaching because one of our aims is to show how the caste system does not necessarily revolve around wealth as the American social system does. We also want to encourage our students to both think critically about both social systems and open their minds to a social system that is different from the one that they are used to.

Materials/Resources/Technology:
-Smartboard -News Articles -Computer

Teachers Goals: -To successfully run two different stations of learning with students, one focused on visual analysis of photographs and one focused on news articles and analysis. -To actively be reflecting on student progress through the lesson and adjust accordingly. -To have students begin to apply their knowledge from Ancient India to a modern day setting.

Time

12:40

Start of Class: Students will come into class and be asked to recap some points from the video that was watched on Friday. The video introduced modern India to the students and they were asked to look for points focusing on economics as they watched. It will be explained to students that we will be continuing to study economics in modern day India in relation to the caste system. Introduction of Lesson: Students will be told that they will be split into two groups. Each group will work with each teacher for half of the class doing two different activities. One group will focus on the analysis of photos from modern India and the second group will be focusing on news articles. These articles and pictures will complicate the students views on the caste system from their previous study of ancient India by incorporating economics into the equation. Lesson Instruction: Staceys group will be in the back of the room and will face the opposite direction of Matts group. Each student in Staceys group will be given one of three news articles. Students will take the first five minutes or so to read through their articles. They will then team up with the other students in their group to fill out their guided reading sheet. Each group will then teach the other groups about their individual reading. Matts group will be gathered at the front of the room in order to make use of the smart board. Matt will lead a powerpoint presentation in which pictures of individuals from the different castes will be shown. All of the students in this group will be asked to identify which caste they think correlates with the different pictures. Some students will also be asked to explain why they chose the caste they did. The powerpoint presentation will show the answer following each picture, and then Matt will give a brief explanation of how each of the individuals shown fit into their caste.

12:45

12:50-1:25 (15 minutes Per group, 3 Minute Transition)

Assessments/Checks for Understanding: Students will get a formative score for turning in their worksheet. The teachers will use those worksheets to gauge the understanding of students based on their responses. Student participation in discussion will also serve as a check for understanding.

1:25-1:30

Closure/Wrap-Up/Review: The last five minutes or so of class will have the class together. We will hold a discussion with the students on whether or not students perceptions on the pictures were different based on what station they were at first.

Self-Assessment: The students worksheets will serve as a way for us to assess our teaching. After class we will also debrief on how our individual groups went and whether there were important differences in discussion in the two different sessions.

Reflection and Professional Growth Both Stacey and Matt actively reflect with one another and their cooperating teachers on lesson plans and lesson instruction. They utilize their team meeting time to gain information on their students in their other classes and conference with one another on how to deal with any issues that arise in class. Stacey and Matt observe one anothers teaching and give feedback to one another in order to reflect and revise their educational practices. Both student teachers contributed to the student teacher collaboration meeting on April 3 and learned new teaching practices from their fellow student teachers. Diversity Stacey facilitates a learning community in which individual differences are respected. She pays attention to individual student IEPs and has attended IEP meetings for her students to ensure that the IEP is up to date with their needs. When creating lesson plans Stacey keeps in mind the importance of different forms of diversity that need to be included in her lesson and that she also has in her classroom. She is sensitive to student needs and uses diversity to improve her instruction. She also seeks direction from her cooperating teachers on matters of diversity when necessary. Collaboration Matt has worked with other participants of pilot program to cooperatively plane and coteach with fellow student teachers and cooperating teachers. He shares and borrows materials and amends them to work for his specific classes. He also shares feedback on materials and activities with others to prepare them for their use of these materials. He has made contact with parents through phone calls and letters home. He was also active at parent teacher conferences to encourage and share with parents on how they can best work to help students reach their potential.