6th Grade: International Trade Day

To download this lesson as a PDF, click here.

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Lesson Title: International Trade Day

Grade Level: Sixth Grade

Scope and Sequence

  • The final lesson in the unit

Big Idea: Economic Interdependence

Essential Questions

  1. Why is trade important?
  2. How might importing goods benefit a society? How might exporting goods benefit a society?
  3. How does one country’s economy affect another country’s economy?

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7th Grade: The Impact of Myths and Rumors

This lesson is part of the Healthcare Unit and Assessment Plan.

To download this lesson as a PDF, click here (student handouts included).

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Lesson Title: The Impact of Myths and Rumors

Grade Level: 7th Grade

Scope and Sequence

  • Middle of the Unit; day 6 or 7
  • Explore and Explain

Big Idea: Myths and Rumors

Essential Questions

  1. How do diseases impact a community? Village? Country?
  2. What kind of impact do rumors and myths have on a community, village, or country affected by an infectious disease?
  3. How can myths and rumors be proven false to an entire community? Can the effects of rumors and diseases be resolved?

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5th Grade: Introducing Colonial Life

This lesson is the first in the Barriers and Diversity Unit and the Barriers and Diversity Assessment Plan.

To download this lesson as a PDF, click here (Student handouts included).

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Lesson Title: Introducing Colonial Life

Grade Level: 5th Grade

Scope and Sequence

  • 1st Lesson in Unit: Barriers and Diversity
  • Engage and Explore

Big Idea: Barriers and Diversity

Essential Questions

  1. How does where a person lives impact the way they live and interact with others?
  2. How is an individual impacted by his or her family history?

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Online Social Studies Lesson Plan Critiques

Lesson #1: Create Your Own Native American Board Game

Subject Area: US History

Link: http://www.discoveryeducation.com/teachers/free-lesson-plans/create-your-own-native-american-board-game.cfm#obj

Grade Level: 4-5

Standards:

  • 3-4; K-4 history: Understands the people, events, problems, and ideas that were significant in creating the history of their state
    • Understands the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the state or region.
  • 3-4; K-4 history: Understands the history of a local community and how communities in North America varied long ago.
    • Knows geographical settings, economic activities, food, clothing, homes, crafts, and rituals of Native American societies long ago (e.g., Iroquois, Sioux, Hopi, Nez Perce, Inuit, Cherokee).
  • 5-6; US history: Understands economic social, and cultural developments in the contemporary United States
    • Understands contemporary issues concerning gender and ethnicity (e.g., the range of women’s organizations, the changing goals of the women’s movement, and the issues currently dividing women; issues involving justice and common welfare; how interest groups attempted to achieve their goals of equality and justice; how African, Asian, Hispanic, and Native Americans have shaped American life and retained their cultural heritage).
  • 3-4; Geography: Understands the nature and complexity of Earth’s cultural mosaics.
    • Understands how different people living in the same region maintain different ways of life (e.g., the cultural differences between Native Americans and Europeans living along the eastern seaboard in the 17th century; differences among Sikhs, Hindus, and Muslims living in India today).

Objectives:

  1. Students will discuss how games reflect a culture’s beliefs, priorities, and aspects of everyday life
  2. Students will learn about a few games and toys of Native American children
  3. Students will analyze basic elements of a selected Native American tribe in order to apply them to the creation of an original board game that can be played by today’s children.

Summary:

This lesson plan takes a unique approach to studying Native American culture, focusing on the reflection of childhood games on a people’s culture, “beliefs, priorities, and aspects of everyday life.” While this lesson could use a touch of authenticity, it does a good job allowing for student discussion, a key component to analytical collaboration. The lesson also connects history with the present, allowing students to begin to see what it might have been like to be a Native American child. This lesson includes adaptations for younger grades and extensions, allowing students to think deeper.

Areas of Improvement:

  • The objectives could be written to be measurable and observable and the lesson should be clearly tied to the objectives. This lesson seems to view the objectives as mere learning outcomes rather than an active component to the lesson.
  • Inclusion and/or link of essential questions and standards.
  • Concluding Activities: First, it would help if the lesson actually included concluding activities. They should be relevant and tied to the objective; provide a clear opportunity to conduct a final check for understanding; and students should be active participants.

Critique/Evaluation:

Lesson #1
Score
Reasoning
Curriculum and Standards 2 Standards are listed at the end, but there is no real connection within in the lesson.
Objectives 3 Objectives are not measurable and observable.
Introductory Activities 2 In our age of technology, Monopoly may be a foreign concept to younger students.
Learning Activities 2 There seems to be little scaffolding within the activities. The teacher primarily conducts input.
Student Centered 3 Author provides opportunities for extension, but the lesson would be better suited if the extension activities were a part of the actual lesson rather than an extension.
Concluding Activities 1 Lesson ends with students playing their fellow peers’ board games. No final opportunity to check for understanding is provided.
Assessment 2 No evidence that each student has achieved the lesson objectives
Lesson Materials and Resources 3 Materials are identified and links are provided to student worksheets.
Total 18/32 56%

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Michigan Social Studies Textbook Evaluation

Social Studies Textbook Evaluation Form

 

Evaluator: Caryn Baker
Textbook Title: Our Michigan Adventure!
Textbook Author(s): David B. McConnell
Publication Date/Edition: 2008, 1st Edition
Publisher: Hillsdale Education Publishers, Inc.
Intended Grade Level(s): 4th Grade

Overall description of the textbook:

Overall, the textbook is about the size of an 8.5”x11” sheet of paper. It is a hardcover text that is roughly 1 inch thick. The text is organized into thirteen chapters, with up to six lessons per chapter. Each lesson is no more than six pages long and is concluded by an orange box with three sections: “Questions to Think About”, “Brain Stretcher” activities, and a final section called “Take a Stand”. The text has pictures and diagrams throughout on every page. The text also has different pictures and symbols throughout signifying general important values and ideas that tie in with the present. Vocabulary words are bolded throughout and a pronunciation guide follows words that may be difficult to pronounce. The back of the book contains multiple world maps and diagrams as well as maps and diagrams of the United States and Michigan. Following the maps is a glossary; each word is bolded and is followed by its pronunciation, a definition, and a page number for where to find the word in the text. The final section of the text is the Index.

 

List and describe all materials that accompany the textbook.

  Material Type Description
Teacher’s Edition –       The teacher’s edition includes GLCEs for 4th grade social studies, a list of themes throughout Michigan History, and Core Democratic Values and Constitutional Principles, listed by value followed by each chapter, lesson, and page number for reference.

–       The TE includes website information for teachers and students.

–       The TE includes the BIG 10 Ideas Chapter Review, applicable to each chapter with the respective GLCE following it.

–       Teacher Support Material Includes for each chapter: recipes, crafts, activities, computer activities, enrichment activities, and answers to the questions provided in the student text.

–       Maps (to copy) for student activities

Student Workbook N/A
Parent Materials N/A
Materials for ESL/ELL Learners N/A
Materials for Students with Special Needs N/A
Audio Media N/A
Video Media N/A
Software N/A
Online Media N/A
Test Banks N/A
Blackline Masters N/A
Transparencies N/A
Other N/A 

 

Assign a numerical score for each statement below. Use the space beside each statement to provide additional comments.

SCORING: 4=excellent; 3=good; 2=adequate; 1=poor; 0=unacceptable/nonexistent

Practical Considerations

 

Element Comments
3 The textbook is clearly organized. The textbook is easy to follow and is uniform throughout the entire book, but the content of each lesson is organized in a manner that can be distracting.
4 Table of contents and index are clear and expansive. – The Table of Contents shows chapter divisions, lesson divisions, and page numbers where each chapter and lesson can be found.

– The Index has many important words and is followed by page numbers for reference.

4 Units/chapters/sections are of acceptable length for target audience. Chapters are roughly 25 pages and each lesson is roughly 4-6 pages long.
2 Page design includes ample white space and acceptable backgrounds. I thought there was too much white space. The visual design of the text is very minimal: color pictures and graphics are included, but they are simplistic.
3 Graphics are clear and accurate. Technically, the graphics are clear and accurate, but as stated before, they are very simplistic.
4 Appendices are accurate and easy to use. – Maps are clearly labeled

– Glossary terms are accurately defined and include a page number for reference.

– Index is clear cut

2 The book is attractive. Visually simplistic; too much white space, sub-par graphics.
4 The size of the book is appropriate. Not too thick, not too large, not too heavy.
4 The book appears durable. Hardcover – if taken care of well, the book could sustain many years of use.
1 The textbook integrates National Council for the Social Studies Standards. While the textbook integrates GLCEs into each lesson, it does not address the standards laid out in the National Council for the Social Studies Standards.

 

1-2 The textbook offers clearly stated goals or objectives for each chapter. The beginning of each chapter and lesson begins with a title and a key question, but no clear learning targets or objectives.
3 Provides up-do-date maps, illustrations, and topical discussions. – Maps are up to date and easy to read

– Illustrations are simplified and sub-par

– Discussions are topical and target critical thinking skills.

Target Audience

Score Element Comments
3-4 The content is age appropriate and sensitive to the developmental level of the target audience. Content is within a typical 4th grader’s zone of proximal development.
2-3 The layout and writing style appeal to the target audience. – Layout works and is effective, but could be improved

– Writing style is appropriate for target audience.

4 Topics appeal to students at the targeted grade level. Not every student is interested in social studies and history, but the topics presented in this text seem to appeal to the developmental level of the target audience.
3-4 Explanations are clear and delivered in a manner understandable to students. The text scaffolds its terms, making it hard to understand a particular concept without having “covered” the previous chapter.

– Page 186: In discussing World War I, the text discusses themes and some specific details, but not in an overwhelming manner.

4 The text would be enjoyable for students and teachers to read and use. The text has enough luster to make the content interesting without overselling it.
4 Reading level is age-appropriate. Based on the reading statistics, the reading level is age-appropriate (4.4).

 

Content

Score Element Comments
3-4 The amount of material addressed in each chapter is reasonable. There doesn’t seem to be too much material addressed in each chapter, but I think it might be better to go into a little bit more depth regarding some of these concepts.
4 Content material sequencing is logical. Content material is sequenced in a logical and chronological manner.
4 Content sequencing provides for review of prior knowledge and connections to new knowledge. Content is scaffolded throughout the textbook.

Terms are referred back to when relevant.

4 Content information is accurate.
3-4 Examples are contextualized, authentic, and “real-world.” The examples are contextualized, authentic, and “real-world”, but the textbook is also dated, making the examples slightly dated as well.

– page 284: talks about how students from Borculo Christian School petitioned for Michigan to have a state mammal – discusses it as if it happened 2-3 years ago. It happened in 1997, almost 20 years ago.

 

3 Content offerings provide depth to individual topics. Some topics could be addressed more deeply (slavery, “Explorers from Far Away”, the World Wars)
4 Content offerings provide breadth across the curriculum.
2 Interdisciplinary relationships are obvious. While some cultural aspects are addressed, this text is mainly a history textbook; it does not seem to dive into other disciplines regarding social studies.
4 Content addresses each of the NCSS Standards thematic strands. Table/List at beginning of TE lists each standard and where it can be found throughout the textbook
4 Provides a balanced perspective of history and culture. Real-world stories are interspersed to give a sense of culture.

The TE provides different activities to engage students in the cultural aspect of social studies

3 Provides suggestions for diversified activities. Activities are listed at the end of each chapter. Many target critical thinking skills, but do not do more than that.
2-3 Assessment extends beyond lower cognitive taxonomic levels. Assessments target mostly knowledge and understanding. There are one or two questions at the end of each lesson targeting critical thinking and analysis skills, but that is the extent of higher level assessment.
0 Includes non-traditional assessment methods. I have found nothing in to indicate there are non-traditional assessment methods included.

 

Cultural Appreciation

Score Element Comments
2-3 Myriad cultures are represented. Michigan Native Americans are one of the only cultures represented consistently throughout the text.

A chapter is dedicated to a few other cultures represented in Michigan (chapter 11).

2-3 Images represent individuals from multiple cultural backgrounds. Michigan citizens, Michigan Native Americans, and African Americans are represented. There is a chapter (ch. 11) that discusses the different ethnicities that make up Michigan today, but it only gives a small blurb to a few ethnic minorities.
3-4 Images represent individuals from both genders in equal roles of power and authority. There are not very many images provided, but regarding the images that are present, they represent individuals from both genders in equal roles of power and authority.
0 Images represent individuals with and without handicapping conditions. I have not come across an image representing an individual with handicapping conditions.
3 Text encourages cultural appreciation. There are a few sections encouraging cultural appreciation, but it is not a major theme throughout the text.
4 Content coverage is unbiased.

 

 

Major strengths of textbook:

McConnell does a good job organizing information in a manner that flows well, is appropriate for the grade level, and presents information in an unbiased manner.

– Flows well: Moves from talking about the good that happened after WW! To the stock market crash to how the government handled the economic situation. Things flow smoothly and seamlessly.

– Appropriate for grade level: See bottom of the document

– Unbiased: For example, when talking about the great depression, McConnell could have blamed a party or people group for the stock market crash, but he didn’t; he gave the facts and described how it affected the people in Michigan (and throughout the United States).

Major weaknesses of textbook:

Presentation: Graphics are sub-par. They may be interesting at first, but as a student spends more time in the textbook, he or she will become bored with the illustrations. There is also a great amount of white space in the book (colorful backgrounds are a good thing and should be utilized in moderation.)

– Page 192: “BANK CLOSED out of money” sign is a simple graphic that could have been composed in Microsoft Word. An actual photograph of a “Bank Closed” sign could have been used instead to make it more authentic.

– Page 201: Airplane graphic could have also been an actual photograph instead of a caricature.

– Photographs used throughout chapter: Authentic and interesting

 

Recommendation

This textbook has decent content, but is sub-par on all other levels. It does not have many resources outside of the Teacher’s Edition. It could go deeper in its application of the Standards. The graphics and visual presentation could be stepped up quite a few levels. I wouldn’t not recommend this textbook because the content is good, but it wouldn’t be my first recommendation for the other reasons previously listed.

Readability Statistics: taken from page 192 (Chapter 8, Lesson 3)

The stock market crash also hurt banks. Many of them invested in stocks too. Often banks had to close. By 1932 nearly 200 Michigan banks had gone out of business. Many people lost all of their savings. Now they really needed those savings. They had also lost their jobs!

– Readability Statistics Results: 4.4