Instructional Design Lesson Plans (LO. 1.1, 1.4, & 2.

.2) (APS 2, 5 & 6) Lesson Plans Bullying Lesson Plan Teacher Candidate: C. DeeDee Bennamon Subject/Grade Level: 8th grade SC History Lesson # 1 Date and Time of Lesson: 10/15/2013 11:00 am

Learning Objective: The objective of this lesson is for students to be able to define bullying, identify the three types, become knowledgeable of any policies or repercussions for the act, and ways they can help report or prevent it. By the end of this lesson, they should be able to identify types of bullying, the impact of bullying on teens, and strategies for the prevention of bullying and interventions. Alignment with Standards: SC Bullying Standard: A South Carolina law requires school districts to define the types of bullying and outline policies and repercussions for the behavior, including cyber-bullying. A PowerPoint presentation will be given on this topic and students will be able to distinguish and act out the different types of bullying. EEDA Standard (s): Teamwork and Character Cooperation. Students will form in groups at the end of the lesson to identify and act out the type of bullying they have been given, and present it to the class. National Standard(s): NCSS Thematic Standard II Time Continuity and Change: The students will be able to use the vocabulary and content area notes to identify bullying and the causes or repercussions for the act. At the end of the lesson, they will be able to distinguish and relate to this topic of anyone they know that has been bullied, that they have witnessed being bullied, or even bullied and explain how things have changed, how they have remained the same, and are able to make interpersonal connections. NCSS Thematic Standard III People, Places, and Environments: The students will be able to use the notes they have received to possess the knowledge of people, places, and human environment which have included bullying interactions to their social, cultural, and economic impacts during this time. This lesson should help learners to create their views and perspectives of an environment that contains bullying and how a safe climate would be without the act. NCSS Thematic Standard IV Individual Development and Identity: The students will be able to use their knowledge from this section and be able to describe how humans or themselves have thought, behaved, developed cognitively, and their contributions to any acts of bullying socially, economically, mentally, and physically. Developmental Appropriateness or Cross-Curricular Connections: The learning objectives are appropriate in terms of development, prerequisite knowledge, skills, or other student needs because students and staff learn and work best in schools that are safe, disciplines, and caring. School and teachers offer information and resources to prevent bullying and create climates and

cultures of safety and respect. Bullying is a serious problem and the most successful bullying prevention strategies or programs are school wide and comprehensive. Educating students about the dynamics of bullying can help students become aware of the bullying and be able to identify types of bullying, the impact of bullying on teens, and strategies for the prevention of bullying and interventions. This lesson should help them realize that prevention of bullying causes a safe school environment and they should be able to gain interpersonal thoughts of people who are bullied or people they might have bullied. This lesson will help them think critically and acquire reading comprehension skills as they are provided with an extensive presentation on bullying. This is followed by a guided reading handout that includes a list of questions and vocabulary that are important to the bullying and must be completed and turned in. The students should also be capable of handling a whole class discussion, the ability to listen when others are talking and willingness to contribute to the discussion are also important. Socially, the students must respect their fellow classmates and the teacher to ensure a sound learning environment. They should be able to work with their cooperative groups and behave, be respectful, and come to a consensus answer. Cognitively, they should be able to use the dictionary, chapter, or glossary in their book to find any answers to questions they cannot find or didnt write down from the PowerPoint. Physically, students must be able to sit in a desk and behave appropriately during the lesson, move quietly in their cooperative groups, completing the section review with their groups without playing, and if they finish early, be mindful of others still working.

Assessments of the Objective: During Assessment Use of Formative Assessment

Lesson Objective

Pre-Assessment

Post-Assessment

At the end of the I will use this lesson to assess the Before the lesson assessment students and see if begins, students data to they learned By the end of this will be given a provide a anything, they will lesson, they worksheet with During the lesson snapshot of answer the same should be able to four questions students will be what students exact questions identify types of regarding bullying called upon to know, what from the pre-test to bullying, the to see if they have ask questions they should see if their answers impact of bullying any prior randomly of the know, and changed or they on teens, and knowledge or worksheet that what can be were able to add to strategies for the know anything includes notes as done it. In addition, prevention of about the act. This the lesson is differently to they will also be bullying and is to assess where being taught. meet their split into three interventions. they stand before academic groups to present lesson has been needs in to the class a short taught to them. future presentation of the lessons. type of bullying they were given.

Accommodations: This class contains students who enjoy learning best through visual representations, doing the work themselves, hearing the lesson being taught. In order to accommodate the learning styles of all the students, I plan to implement a PowerPoint for the presentation for visual learners with effective information and a video of the topic. For learners who like to hear the lesson, I will teach it out loud, and for those who learn best by doing the lesson on their own, they will be able to form groups at the end and act out the types of bullying and teach the class what they learned. As the lesson is taught, students will be given an assignment with notes they have to take as we go, which we will go over as each question is presented. Students who require additional time on assignments will be given extra time to complete the work.

Materials/Resources: Paper Pencils PowerPoint on Bullying Computer/Projector/Smart board Section Review Handout Procedures: The lesson will introduce the students to the South Carolina Bullying Standard which defines bullying, outlines the three types, and discusses some policies and repercussions for the act. First, I will ask the students if they have any prior knowledge about bullying or witnessed any acts of it. After hearing their stories, the students will be given a Pre-Test with four questions to test if they have any prior knowledge or where they stand before hearing the lesson. Next, I will present an effective lectured PowerPoint that includes video, effective information, and guided questions to keep them engaged. As the lesson goes on, students will be given a worksheet of notes to fill in, and as we go they will be called upon to answer the questions and be rewarded for correct answers. As they lesson is presented they will be asked questions on how they feel regarding the video, have they ever been bullied, witnessed the act, or bullied someone, and ways they can help prevent it. When the presentation is done, all questions or misunderstandings will be answered. Next, students will answer the Post-Test questions and turn it in so I will be able to see if they were able to learn from the lesson and understand it effectively. The lesson will then be followed by having the students break into three cooperative groups where they will be given one type of bullying and asked to perform a short presentation to the class of it. Activity Analysis: Two activities I plan to use in this lesson are story-telling and questioning and role-play. I will use the story telling activity for students to share with the class any prior knowledge, acts they have witnessed or have done relating to bullying. The questioning part will be implemented during the lesson as I call on the students randomly to answer questions relating to the lecture and presentation to make sure they are on task and engaged. When the lesson is done the students will break into three cooperative learning groups and be given a type of bullying. They will perform a short skit, tell us what their type of bullying is, and a way to prevent it. These activities stem from the different types of student learning styles presented in this class. There are some who learn best by hearing the lecture, visually seeing the lesson, or doing it themselves. These activities accommodate all the learning styles and makes learning

both fun and effective. Some technology I will use to present this lecture on bullying is the smart board for PowerPoint and YouTube to show the related video. References: 1. Bullying [Print Photo]. Retrieved from https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=62 2&q=bullying&oq=bullying&gs_l=img.3.0l10.793.2240.0.2586.8.6.0.2.2.0.78.387.6.6.0..0..1ac. 1.28.img.0.8.420.fleAYDd77_Y 2. Linnerd, J. (2011, October 5). Stop bullying. Retrieved from Stopbullyingnow.com

Articles of the Confederation Lesson Plan Teacher Candidate: C. DeeDee Bennamon Subject/Grade Level: 8th grade SC History Lesson #2 Date and Time of Lesson: 10/30/2013 11:00 am

Learning Objective: The objective of this lesson is for students to be able to explain the economic state of South Carolina after the Revolutionary War. By the end of the lesson the students should also be able to identify the type of government South Carolina created, the transition to a new capital, identify and describe major problems and achievements of the Articles of Confederation, and hypothesize what problems might result from the Articles of Confederation. Alignment with Standards: SCSS Standard (s) 2.6: Rebellion, Revolution, and a New Nation- The students will be able to become knowledgeable on the political, social, and economic state of South Carolina after the Revolutionary War and their efforts in establishing a new government and new capital. They will also be able to identify the Articles of Confederation and the pros and cons of it. EEDA Standard (s): Teamwork and Character Cooperation. Students will form in groups at the end of the lesson to identify important factors in the Articles of Confederation. National Standard(s): NCSS Thematic Standard II Time Continuity and Change: The students will be able to use the content in efforts to see how the Articles of Confederation and the government created in South Carolina during this time has changed or remained the same overtime. The students will also seek to make interpersonal connections. NCSS Thematic Standard III People, Places, and Environments: The students will be able to use the notes they have received to possess the knowledge of people, places, and human environments that have been affected by the creation of the government in South Carolina from this time and the Articles of Confederation. This lesson should help learners to create their views and perspectives of an environment under a weak government supported by the Articles of Confederation. NCSS Thematic Standard IV Individual Development and Identity: The students will be able to use their knowledge from this section and be able to describe how humans or themselves have thought, behaved, developed cognitively, and their contributions to the Articles of Confederation and the pros and cons of it that has helped in their individual development. Developmental Appropriateness or Cross-Curricular Connections: The learning objectives are appropriate in terms of development, prerequisite knowledge, skills, or other student needs because the students will learn to work with their peers in cooperative learning groups and be able to think cognitively on the pros and cons of the Articles of Confederation, and any possible problems that may result from it in the future. Educating students on the economic and political state of South Carolina after the Revolutionary War will help them compare life under a weak government under the Articles of Confederation and how it has shaped todays society. This lesson will help them think critically and acquire reading comprehension skills as they are

provided with an extensive presentation on the South Carolina after the war and the Articles of Confederation and the affects of it. As the students are randomly asked questions to tests their comprehension of the content being presented, they should become capable of handling a whole class discussion, the ability to listen when others are talking, and their willingness to contribute to the discussion. Socially, the students must respect their fellow classmates and the teacher to ensure a sound learning environment. They should be able to work with their cooperative groups and behave, be respectful, and come to a consensus answer. Cognitively, they should be able to use resources or their existing knowledge to find any answers to questions they cannot find or didnt write down from the PowerPoint. Physically, students must be able to sit in a desk and behave appropriately during the lesson, move quietly in their cooperative groups, completing the section review with their groups without playing, and if they finish early, be mindful of others still working. Assessments of the Objective: During Assessment Use of Formative Assessment

Lesson Objective

Pre-Assessment

Post-Assessment

By the end of this lesson, they should be able to identify the economic, political, and social state of South Carolina after the Revolutionary War and the creation of the new government, capital, and affects of the Articles of Confederation.

Before the lesson begins, students will be given a worksheet with two questions regarding the Articles of Confederation to see if they have any prior knowledge or know anything about this content. This is to assess where they stand before lesson has been taught to them.

At the end of the I will use this lesson to assess the assessment students and see if data to they learned provide a During the lesson anything, they will snapshot of students will be answer the same what students called upon to exact questions know, what ask questions from the pre-test to they should randomly to see if their answers know, and make sure they changed or if they what can be are following were able to add to done along and it. In addition, differently to understanding they will also be meet their the content. split into groups to academic complete a needs in handout regarding future the Articles of lessons. Confederation.

Accommodations: This class contains students who enjoy learning best through visual representations, doing the work themselves, hearing the lesson being taught. In order to accommodate the learning styles of all the students, I plan to implement a PowerPoint for the presentation for visual learners with effective information and a video of the topic. For learners who like to hear the lesson, I will teach it out loud, and for those who learn best by doing the lesson on their own, they will be able to form groups at the end and complete a handout. As the lesson is taught, students will be asked questions in regards to the PowerPoint to ensure they are

paying attention and learning as well. Students who require additional time on assignments will be given extra time to complete the work. Materials/Resources: Paper Pencils PowerPoint Computer/Projector/Smart board Section Review Handout Procedures: The lesson will introduce the students to the South Carolina Social Studies Standard regarding South Carolina after the Revolutionary War and their creation of a new government, capital, and the affects of the Articles of the Confederation. First, I will ask the students if they have any prior knowledge regarding their content and after hearing their stories, the students will be given a Pre-Test with two questions to test if they have any prior knowledge or show where they stand before hearing the lesson. Next, I will present an effective lectured PowerPoint that includes effective information, and guided questions to keep them engaged. As the lesson goes on, students will be called upon to answer the questions and be rewarded for correct answers. When the presentation is done, all questions or misunderstandings will be answered. Next, students will answer the Post-Test questions and turn it in so I will be able to see if they were able to learn from the lesson and understand it effectively. The lesson will then be followed by having the students break into three cooperative groups where they will be given one type of bullying and asked to perform a short presentation to the class of it. Activity Analysis: Two activities I plan to use in this lesson are story-telling, discussion and cooperative group discussion and learning. I will use the story telling activity for students to share with the class any prior knowledge regarding this content. The questioning part will be implemented during the lesson as I call on the students randomly to answer questions relating to the lecture and presentation to make sure they are on task and engaged. When the lesson is done the students will break into cooperative learning groups and be given a handout to complete regarding the Articles of Confederation. These activities stem from the different types of student learning styles presented in this class. There are some who learn best by hearing the lecture, visually seeing the lesson, or doing it themselves. These activities accommodate all the learning styles and makes learning both fun and effective. Some technology I will use to present this lecture on bullying is the smart board for PowerPoint and YouTube to show the related video. References: Crawford, T. (2011, October 5). Articles of Confederation. Retrieved from articlesofconfederation.com

The Antebellum Period in South Carolina Teacher Candidate: C. DeeDee Bennamon Subject/Grade Level: 8th grade SC History Lesson #3 Date and Time of Lesson: 11/14/2013 11:00 am

Learning Objective: The objective of this lesson is for students to be able to explain their understanding of South Carolina, one of the United States during the antebellum period. Students should be able to explain the importance of agriculture in South Carolina, including plantation life, slavery, and the impact of the cotton gin. Alignment with Standards: SCSS Standard (s) 8-3.1: Explain the importance of agriculture in antebellum South Carolina, including plantation life, slavery, and the impact of the cotton gin. EEDA Standard (s): Teamwork and Character Cooperation. Students will form in groups at the end of the lesson to identify important content vocabulary that deals with the antebellum period in South Carolina. National Standard(s): NCSS Thematic Standard II Time Continuity and Change: The students will be able to use the content in efforts to see how the antebellum period of South Carolina has changed or remained the same overtime. The students will also seek to make interpersonal connections and see how that period has shaped todays society. NCSS Thematic Standard III People, Places, and Environments: The students will be able to use the notes they have received to possess the knowledge of people, places, and human environments that have been affected by the antebellum period. This lesson should help learners to create their views and perspectives of the state of an environment before they entered war. NCSS Thematic Standard IV Individual Development and Identity: The students will be able to use their knowledge from this section and be able to describe how humans or themselves have thought, behaved, developed cognitively, and their contributions during the antebellum period and the pros and cons of it that has helped in their individual development. NCSS Thematic Standard VIII Science, Technology, and Society: The students will be able to understand the scientific advances and technology today that has resulted in broader social change. Developmental Appropriateness or Cross-Curricular Connections: The learning objectives are appropriate in terms of development, prerequisite knowledge, skills, or other student needs because the students will learn to work with their peers in cooperative learning groups and be able to think cognitively on the state of South Carolina during the antebellum period, and any possible problems that impacted the Civil War. Educating students on the economic and political state of South Carolina during this period will help them compare life before the war and how it has shaped todays society. This lesson will help them think critically and acquire reading comprehension skills as they are provided with an extensive presentation on South Carolina before the Civil War. As the students are randomly asked questions to tests their comprehension of the content being presented, they

should become capable of handling a whole class discussion, the ability to listen when others are talking, and their willingness to contribute to the discussion. Socially, the students must respect their fellow classmates and the teacher to ensure a sound learning environment. They should be able to work with their cooperative groups and behave, be respectful, and come to a consensus answer. Cognitively, they should be able to use resources or their existing knowledge to find any answers to questions they cannot find or didnt write down from the PowerPoint. Physically, students must be able to sit in a desk and behave appropriately during the lesson, move quietly in their cooperative groups, completing the section review with their groups without playing, and if they finish early, be mindful of others still working. Assessments of the Objective: During Assessment Use of Formative Assessment

Lesson Objective

Pre-Assessment

Post-Assessment

By the end of this lesson, students should be able to explain their understanding of South Carolina during the antebellum period and the importance of agriculture in South Carolina, including plantation life, slavery, and the impact of the cotton gin.

Before the lesson begins, students will be given a worksheet with During the lesson two questions students will be regarding the called upon to Antebellum period ask questions to see if they have randomly to any prior make sure they knowledge or are following know anything along and about this content. understanding This is to assess the content. where they stand before lesson has been taught to them.

At the end of the I will use this lesson to assess the assessment students and see if data to they learned provide a anything, they will snapshot of answer the same what students exact questions know, what from the pre-test to they should see if their answers know, and changed or if they what can be were able to add to done it. In addition, differently to they will also be meet their split into groups to academic complete a needs in handout regarding future the Antebellum lessons. period.

Accommodations: This class contains students who enjoy learning best through visual representations, doing the work themselves, hearing the lesson being taught. In order to accommodate the learning styles of all the students, I plan to implement a PowerPoint for the presentation for visual learners with effective information and a video of the topic. For learners who like to hear the lesson, I will teach it out loud, and for those who learn best by doing the lesson on their own, they will be able to form groups at the end and complete a handout. As the lesson is taught, students will be asked questions in regards to the PowerPoint to ensure they are paying attention and learning as well. Students who require additional time on assignments will be given extra time and help to complete the work and grasp the concept.

Materials/Resources: Paper Pencils PowerPoint Computer/Projector/Smart board Section Review Handout Procedures: The lesson will introduce the students to the South Carolina Social Studies Standard regarding South Carolina during the antebellum period and the importance of agriculture in South Carolina, including plantation life, slavery, and the impact of the cotton gin.. First, I will ask the students if they have any prior knowledge regarding the content and after hearing their stories, the students will be given a Pre-Test with two questions to test if they have any prior knowledge or show where they stand before hearing the lesson. Next, I will present an effective lectured PowerPoint that includes effective information, and guided questions to keep them engaged. As the lesson goes on, students will be called upon to answer the questions and be rewarded for correct answers. When the presentation is done, all questions or misunderstandings will be answered. As a class we will formulate an overview of the lesson learned to ensure everyone is on the same page and understands the concept. Next, students will answer the Post-Test questions and turn it in so I will be able to see if they were able to learn from the lesson and understand it effectively. The lesson will then be followed by having the students break into three cooperative groups where they will be given a handout that gives them content area words to locate and define regarding the antebellum period. Activity Analysis: Three activities I plan to use in this lesson are story-telling, discussion and cooperative group discussion and learning. I will use the story telling activity for students to share with the class any prior knowledge regarding this content. The questioning part will be implemented during the lesson as I call on the students randomly to answer questions relating to the lecture and presentation to make sure they are on task and engaged. When the lesson is done the students will break into cooperative learning groups and be given a handout to complete regarding the antebellum period. These activities stem from the different types of student learning styles presented in this class. There are some who learn best by hearing the lecture, visually seeing the lesson, or doing it themselves. These activities accommodate all the learning styles and makes learning both fun and effective. Some technology I will use to present this lecture on bullying is the smart board for PowerPoint and YouTube to show the related video. References: Hamilton, Micheal. "What Is the Antebellum Period?" WiseGEEK. N.p., 1995. Web. 10 Nov. 13.

Denmark Vesey Plot

Teacher Candidate: C. DeeDee Bennamon Subject/Grade Level: 8th grade SC History Lesson #4 Date and Time of Lesson: 11/20/2013 11:00 am

Learning Objective: The objective of this lesson is for students to be able to understand the Denmark Vesey Plot and how it affected South Carolina and give knowledge of the free African American population in antebellum South Carolina and the diverse relationships between African Americans and white Americans. Students should be able to explain the significance of this plot, how it related to slavery in the South, Denmarks beliefs in his movement, and what the State did to protect white Americans from slave revolts. Alignment with Standards: SCSS Standard (s) 8-3.3: Draw conclusions about how sectionalism arose from events or circumstances of racial tension, internal population shifts, and political conflicts, including the Denmark Vesey plot, slave codes, and the African American population majority. EEDA Standard (s): Teamwork and Character Cooperation. Students will form in groups at the end of the lesson to identify important content vocabulary that deals with the antebellum period in South Carolina. National Standard(s): NCSS Thematic Standard II Time Continuity and Change: The students will be able to use the content in efforts to see how the Denmark Vesey Plot has changed South Carolina or has it remained the same overtime. The students will also seek to make interpersonal connections and see how that period has shaped todays society. NCSS Thematic Standard III People, Places, and Environments: The students will be able to use the notes they have received to possess the knowledge of people, places, and human environments that have been affected by the antebellum period. This lesson should help learners to create their views and perspectives of the state and how their environment was in constant threat of slave revolts. NCSS Thematic Standard IV Individual Development and Identity: The students will be able to use their knowledge from this section and be able to describe how humans or themselves have thought, behaved, developed cognitively, and their contributions during the Denmark Vesey Plot, and the pros and cons of it that has helped in their individual development. NCSS Thematic Standard VIII Science, Technology, and Society: The students will be able to understand the scientific advances and technology today that has resulted in broader social change. In this lesson students can critically think on how the slave revolt that pushed for arsenals to be created to protect white Americans from slave revolts has advanced overtime. Developmental Appropriateness or Cross-Curricular Connections: The learning objectives are appropriate in terms of development, prerequisite knowledge, skills, or other student needs because the students will learn to work with their peers in cooperative learning groups and be able to think cognitively on the state of South Carolina during the Denmark Vesey Plot period, and any possible problems that impacted this era. Educating students on the state of South

Carolina during this period will help them compare life of that era and how it has shaped todays society. This lesson will help them think critically and acquire reading comprehension skills as they are provided with an extensive presentation on South Carolina before the Civil War. As the students are randomly asked questions to tests their comprehension of the content being presented, they should become capable of handling a whole class discussion, the ability to listen when others are talking, and their willingness to contribute to the discussion. Socially, the students must respect their fellow classmates and the teacher to ensure a sound learning environment. They should be able to work with their cooperative groups and behave, be respectful, and come to a consensus answer. Cognitively, they should be able to use resources or their existing knowledge to find any answers to questions they cannot find or didnt write down from the PowerPoint. Physically, students must be able to sit in a desk and behave appropriately during the lesson, move quietly in their cooperative groups, completing the section review with their groups without playing, and if they finish early, be mindful of others still working. Assessments of the Objective: During Assessment Use of Formative Assessment

Lesson Objective

Pre-Assessment

Post-Assessment

By the end of this lesson, students should be able to explain the Denmark Vesey Plot, how it became significant during this era, its affects, and events of that era that ignited sectionalism.

Before the lesson begins, students will be given a worksheet with two questions regarding the Denmark Vesey Plot to see if they have any prior knowledge or know anything about this content. This is to assess where they stand before lesson has been taught to them.

At the end of the I will use this lesson to assess the assessment students and see if data to they learned provide a During the lesson anything, they will snapshot of students will be answer the same what students called upon to exact questions know, what ask questions from the pre-test to they should randomly to see if their answers know, and make sure they changed or if they what can be are following were able to add to done along and it. In addition, differently to understanding they will also be meet their the content. split into groups to academic complete a needs in handout regarding future the Denmark lessons. Vesey Plot.

Accommodations: This class contains students who enjoy learning best through visual representations, doing the work themselves, hearing the lesson being taught. In order to accommodate the learning styles of all the students, I plan to implement a PowerPoint for the presentation for visual learners with effective information and a video of the topic. For learners who like to hear the lesson, I will teach it out loud, and for those who learn

best by doing the lesson on their own, they will be able to form groups at the end and complete a handout. As the lesson is taught, students will be asked questions in regards to the PowerPoint to ensure they are paying attention and learning as well. Students who require additional time on assignments will be given extra time and help to complete the work and grasp the concept.
Materials/Resources: Paper Pencils PowerPoint Computer/Projector/Smart board Section Review Handout

Procedures: The lesson will introduce the students to the South Carolina Social Studies Standard regarding South Carolina during the antebellum period and the importance of the Denmark Vesey Plot that ignited sectionalism. First, I will ask the students if they have any prior knowledge regarding the content and after hearing their stories, the students will be given a Pre-Test with two questions to test if they have any prior knowledge or show where they stand before hearing the lesson. Next, I will present an effective lectured PowerPoint that includes effective information, a video and guided question to keep them engaged. As the lesson goes on, students will be called upon to answer the questions and be rewarded for correct answers. When the presentation is done, all questions or misunderstandings will be answered. As a class we will formulate an overview of the lesson learned to ensure everyone is on the same page and understands the concept. Next, students will answer the Post-Test questions and turn it in so I will be able to see if they were able to learn from the lesson and understand it effectively. The lesson will then be followed by having the students break into three cooperative groups where they will be given a handout that gives them content area words to locate and define regarding the antebellum period. Activity Analysis: Three activities I plan to use in this lesson are story-telling, discussion and cooperative group discussion and learning. I will use the story telling activity for students to share with the class any prior knowledge regarding this content. The questioning part will be implemented during the lesson as I call on the students randomly to answer questions relating to the lecture and presentation to make sure they are on task and engaged. When the lesson is done the students will have the choice to either act as if you are Denmark, make a sign or poster to create and illustrate your beliefs and promote your movement to recruit slaves or act as a comic artist, and your work is to be posted in the next comic book illustrating the events of the Denmark Vesey Plot, illustrate in a comic this event. This activity will show teaching and learning as being both fun and effective as you get to see what the students have mastered through artwork and illustrations. These activities stem from the different types of student learning styles presented in this class. There are some who learn best by hearing the lecture, visually

seeing the lesson, or doing it themselves. These activities accommodate all the learning styles and makes learning both fun and effective. Some technology I will use to present this lecture is the smart board for PowerPoint and YouTube to show the related video. References:
Hamilton, Micheal. "Denmark Vesey?" WiseGEEK. N.p., 1995. Web. 10 Nov. 2013

The Causes of the Civil War

Teacher Candidate: C. DeeDee Bennamon Subject/Grade Level: 8th grade SC History Lesson #5 Date and Time of Lesson: 12/5/2013 11:30 am

Learning Objective: The objective of this lesson is for students to be able to understand the explain the major causes of the Civil War that led to South Carolinas secession from the Union. Students should be able to explain the significance of the Compromise of 1850, the KansasNebraska Act, and the Dred Scott decision that all played a vital role in igniting the Civil War. By the end of the lesson students should be able to identify the issue of slavery in each cause of the Civil War. Alignment with Standards: SCSS Standard (s) 8-3.2: Explain the impact of key events leading to South Carolina's secession from the Union, including the nullification crisis and John C. Calhoun, the Missouri Compromise, the Tariff of 1832, the Compromise of 1850, the Kansas-Nebraska Act and subsequent armed conflict, the Dred Scott decision, the growth of the abolitionist movement, and the election of 1860. EEDA Standard (s): Teamwork and Character Cooperation. Students will form in groups at the end of the lesson to identify important content vocabulary that deals with the antebellum period in South Carolina. National Standard(s): NCSS Thematic Standard II Time Continuity and Change: The students will be able to use the content in efforts to see how the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision have changed the state of South Carolina or overtime. The students will also seek to make interpersonal connections and see how that period has shaped todays society. NCSS Thematic Standard III People, Places, and Environments: The students will be able to use the notes they have received to possess the knowledge of people, places, and human environments that have been affected by the antebellum period. This lesson should help learners to create their views and perspectives of the state and how their environment was affected by the major causes of the Civil War including the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision. NCSS Thematic Standard IV Individual Development and Identity: The students will be able to use their knowledge from this section and be able to describe how humans or themselves have thought, behaved, developed cognitively, and their contributions during the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision and the pros and cons of it that has helped in their individual development. NCSS Thematic Standard VIII Science, Technology, and Society: The students will be able to understand the scientific advances and technology today that has resulted in broader social change. In this lesson students can critically think on how the Compromise of 1850, the KansasNebraska Act, and the Dred Scott decision was issued out to large masses at a given time back then compared to how the message system has advanced overtime.

Developmental Appropriateness or Cross-Curricular Connections: The learning objectives are appropriate in terms of development, prerequisite knowledge, skills, or other student needs because the students will learn to work with their peers in cooperative learning groups and be able to think cognitively on the state of South Carolina during the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision, and any possible problems that impacted this era. Educating students on the state of South Carolina during this period will help them compare life of that era and how it has shaped todays society. This lesson will help them think critically and acquire reading comprehension skills as they are provided with an extensive presentation on South Carolina before the Civil War. As the students are randomly asked questions to tests their comprehension of the content being presented, they should become capable of handling a whole class discussion, the ability to listen when others are talking, and their willingness to contribute to the discussion. Socially, the students must respect their fellow classmates and the teacher to ensure a sound learning environment. They should be able to work with their cooperative groups and behave, be respectful, and come to a consensus answer. Cognitively, they should be able to use resources or their existing knowledge to find any answers to questions they cannot find or didnt write down from the PowerPoint. Physically, students must be able to sit in a desk and behave appropriately during the lesson, move quietly in their cooperative groups, completing the section review with their groups without playing, and if they finish early, be mindful of others still working. Assessments of the Objective: During Assessment Use of Formative Assessment

Lesson Objective

Pre-Assessment

Post-Assessment

By the end of this lesson, students should be able to explain the causes of the Civil War and how it became significant during this era, its affects, and events of that era that ignited the citizens of the same country.

Before the lesson begins, students will be given a worksheet with two questions regarding the causes of the Civil War to see if they have any prior knowledge or know anything about this content. This is to assess where they stand before lesson has been taught to them.

I will use this assessment At the end of the data to lesson to assess the provide a During the lesson students and see if snapshot of students will be they learned what students called upon to anything, they will know, what ask questions create posters they should randomly to illustrating their know, and make sure they support or what can be are following opposition to done along and slavery and the differently to understanding cause they were meet their the content. given and academic perspective of that needs in period. future lessons.

Accommodations: This class contains students who enjoy learning best through visual representations, doing the work themselves, hearing the lesson being taught. In order to accommodate the learning styles of all the students, I plan to implement a PowerPoint for the presentation for visual learners with effective information and a video of the topic. For learners who like to hear the lesson, I will teach it out loud, and for those who learn best by doing the lesson on their own, they will be able to form groups at the end and complete a handout. As the lesson is taught, students will be asked questions in regards to the PowerPoint to ensure they are paying attention and learning as well. Students who require additional time on assignments will be given extra time and help to complete the work and grasp the concept.
Materials/Resources:

Paper Pencils PowerPoint Computer/Projector/Smart board Section Review Handout

Procedures: The lesson will introduce the students to the South Carolina Social Studies Standard regarding South Carolina during the antebellum period and the importance of the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision regarding the issue of slavery that ignited the Civil War. First, the students will be given a Pre-Test with five questions to test if they have any prior knowledge or show where they stand before hearing the lesson. After they have completed the Pre-Test, I will ask the students if they have any prior knowledge regarding the content and the questions from the Pre-Test. Next, I will present an effective lectured PowerPoint that includes effective information, a video and guided question to keep them engaged. As the lesson goes on, students will be called upon to answer the questions and be rewarded for correct answers. When the presentation is done, all questions or misunderstandings will be answered. As a class we will formulate an overview of the lesson learned to ensure everyone is on the same page and understands the concept. Next, students will be asked to answer the activity question by illustrating their answer. They will turn this in so I will be able to see if they were able to learn from the lesson and understand it effectively. The lesson will then be followed by having the students present their work to the class. At the end, I will ask for any questions to clear any misunderstandings. Activity Analysis: Three activities I plan to use in this lesson are story-telling, discussion and cooperative group discussion and learning. I will use the story telling activity for students to share with the class any prior knowledge regarding this content. The questioning part will be implemented during the lesson as I call on the students randomly to answer questions relating to the lecture and presentation to make sure they are on task and engaged. When the lesson is done the students will have to illustrate a poster that shows their support or opposition for slavery during which ever cause of the war and

perspective they were given. I will inform them that they must include illustrations from the notes. This activity will show teaching and learning as being both fun and effective as you get to see what the students have mastered through artwork and illustrations. These activities stem from the different types of student learning styles presented in this class. There are some who learn best by hearing the lecture, visually seeing the lesson, or doing it themselves. These activities accommodate all the learning styles and makes learning both fun and effective. Some technology I will use to present this lecture is the smart board for PowerPoint and YouTube to show the related video. Lastly, students will be asked to go to the lab for next class to do research on what cause of the Civil War they believed was most important in ignited the Civil War. References:
Hamilton, Micheal. "Causes of the Civil War?" WiseGEEK. N.p., 1995. Web. 2 Dec. 2013.

Technology Part A, B, and Activity Analysis In todays society, this generation thrives off of technology and use it every and anywhere they can. In reference to that, I implemented technology in all five of my lessons, including my Showcase Lesson. I used technology to show videos related to each and every lesson and to present an extensive PowerPoint presentation that taught the specific content of each particular lesson. All of my lessons included the EEDA Standards and in Lesson 1 we tackled the Safe School Climate Act elements regarding bullying as well. In each and every lesson I included the use of technology as I used it teach the students the content area notes and show a video that related to the lesson. Specifically, in the last lesson, The Causes of the Civil War, students were asked at the end to do research on their own and find out what they believed was the most important cause of the Civil War and why. Technology is important because it aligns with todays generation and what they enjoy doing and it gives students the opportunity to do research on their own and critically think, put their research together, and create a well concise written report. I used the EEDA standard which students were able to exhibit their understanding of cooperative learning and character education in many lessons. In lesson 1, Bullying, students were asked to form in their cooperative learning groups and come up with and perform a skit of the type of bullying they received, it repercussions, and how they could prevent it. This gave students the ability to work with one another to make create effective learning and understanding. In addition, in lesson 2, Articles of Confederation, students formed into cooperative groups to work on completing a word search in order to locate content area words and as a whole write how each term connected to the Articles of Confederation and what we learned. Lesson 1 also targeted the SSCA that related to bullying. We examined each type of bullying, it repercussions, and preventions of this act.