Title of Unit: A Little History Now and Then Title of Lesson: Twenty-First Century Begins Submitted By: Michael

Feher & Amy Branstetter

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn about the events of the new millennium and how those experiences affected U.S. politics and government today. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Twenty-First Century Begins. B. Target Population: Grade Level: 5th grade Skill Level: students of all learning levels Grouping: whole group for reading and discussion, partnered for activity, and independent for homework C. Materials: Artifacts table: Photos & book sets about 9/11/01, the memorial site today, Al Gore, George Bush, bin Laden, and any additional artifacts that build connection to topic. Reading Skill & Strategy (Unit Resources p. 186 ) see last page of lesson for sample Vocabulary & Study Guide (Unit Resources p. 187) see last page of lesson for sample Houghton Mifflin 5th Grade Social Studies Book: Twenty-First Century Begin (p. 672-675) Student Journals Pencil D. Objectives: o NV State Social Studies Standards o H5.5.1 Compare and/or contrast the daily lives of children throughout the United States, both past and present.

Student-Friendly Standards I can write details and tell about events of the twenty-first century that affected politics and government in the U.S. today.

E. Procedure: 1. Write the vocabulary words (millennium, popular vote, Electoral College, terrorism) definitions on the board prior to the beginning of the lesson. 2. Review objective on the board and have students read aloud. 3. Call on groups of students (4 or 5) to come to the artifacts table and observe the items on the table for a minute, then return to their seats. 4. Refer to notes on TE 672 Get Set to Read.
Nevada State College

Pass out worksheets. Call students attention to the map on p. 673. Have students discuss the map.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: A Little History Now and Then Title of Lesson: Twenty-First Century Begins Submitted By: Michael Feher & Amy Branstetter

Ask students to suggest significant birthdays (1, 16, 21, and 40). Explain that the new millennium was significant for many people. Major events occurred in America during the 2000 election and 9/11/2001. Review the vocabulary words (millennium, popular vote, Electoral College, terrorism) and their definitions.

5. Ask students to predict What they think we will be learning about today, based on the artifacts table, the objective, our vocabulary words, and the pictures in your book. 6. Explain the Reading Skill & Strategy (Unit Resources, p. 186). Handwrite a cause and effect for example on the whiteboard or place blank copy on overhead. Fill in the blanks with students as you read and ask questions. 7. As a class, read p. 672-673, stopping to ask questions as indicated in the margins of the TE. 8. Students should be recording notes on the Reading Skill & Strategy as we are reading. Students can finish them at the end of the lesson with their partner. 9. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about the 2000 Election: (TE 673) Who were the Presidential candidates in 2000? (TE 673) What caused a disagreement between Bush and Gore? (TE 673) Who finally settled the disagreement between Bush and Gore?

10. Explain the Vocabulary Strategies section on p. 673 (Millennium, popular vote, Electoral College). 11. Point out the word terror in terrorism. Explain that terrorists try to use terror, or fear, to get governments to agree to their demands. 12. Have students read p. 674-675 independently. 13. Students then pair up with a partner (taking their paper and journal with them)to finish and compare the Reading Skill & Strategy and discuss the Lesson Review questions (#1- #5) on the bottom of page 675. 14. Review the answers to the Lesson Review questions with students. Call on student pairs to provide the answers for questions #1-5. 15. Students turn both paper and journal into the done box. 16. CLOSURE:
Nevada State College

Have students read the objective from the board aloud. Ask students for a thumbs-up or thumbs-down regarding if they believe that they met the objective.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: A Little History Now and Then Title of Lesson: Twenty-First Century Begins Submitted By: Michael Feher & Amy Branstetter

Review the directions for the homework Vocabulary worksheet. Ask students for and review the Ticket Out for today. Tell me in one sentence: Why did al-Qaeda terrorists attack the United States? They will write their answer on a piece of scrap paper or notebook paper.

F. Assessment: What will you use to measure student understanding? I will check comprehension informally through discussion questions, partner work, and the study sheet. Formal assessment will come from students Journal entries and question responses. We will reflect on todays information with a quick review at the beginning of the next lesson. Explain how you will know students understand the concepts from the lesson. Teacher will informally assess students understanding by their responses during group and partner discussions. Make sure to rotate and check-in on student discussions. Formally check comprehension by students Ticket Out and returned homework.

G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The reading aloud will be a cinch to do for this lesson. Students will enjoy having some input on todays technologically savvy culture and the discussion should be rich. 2. Which part will be most challenging for you to teach? This lesson could be pressed for time, assuming the class stays focused during the discussion topic. 3. How will you follow up or extend this lesson? This lesson could go more into detail about 9/11 and the heroes. Doing the extended lesson (pages 676-677) on the Heroes of 9/11 would be awesome. Adding a further technology component covering computers, the internet, robots, etc would be insightful and provide a personal connection for students. There could be an additional compare and contrast chart that show the past four lessons on one big concept map (e.g., Smartboard, Whiteboard, overhead projector, etc).

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: A Little History Now and Then Title of Lesson: Twenty-First Century Begins Submitted By: Michael Feher & Amy Branstetter

4. What will you do for students who dont grasp the concepts? I will give the Chapter Summary activity so students can work on developing a deeper understanding for the vocabulary words. They could also use a concept map and/or drawing pictures to support ideas. Pairing a struggling student with a partnered group would be most effective for learners having a hard time. 5. Which part of the lesson, if any, do you think might need to change? Im not sure yet, but I think Id like to change the worksheet and add some addition steps to it. The student worksheets are sometimes my least favorite thing offered by the eTeacher Edition or the Social Studies textbook in general. Id like to add doing a timeline as a group, instead of a student worksheet. 6. When you were writing this lesson plan, what was the most difficult part? I still think it is tough working with a partner at times. Its hard to tell if youre connecting all the pieces together right or if the unit lessons will flow together and support each other comprehensively. Lastly, I always, still, have to cut back on all the little components I want to add to my lessons. Theres just not enough time in a 50 minute lesson plan.

Formatted: Font color: Auto

Reading Skill and Strategy:

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: A Little History Now and Then Title of Lesson: Twenty-First Century Begins Submitted By: Michael Feher & Amy Branstetter

Vocabulary and Study Guide:

Student Journal:

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5