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Jared Zimmermann

Prof. Suk
Education Field Experience 230-02
Spring 2015
Rationale Statement
Statement of Standard Seven-1 Planning for Instruction
"The teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of learners and the community context.
Statement of Standard Eight -1 Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to build
skills to apply knowledge in meaningful ways.
Name of Artifact: Unit Plan
Date of Artifact: April 2015
Course: Education Field Experience EDUC 230-02
Rationale Statement
The artifact required a 15-20 minute class instruction plan on a chosen area
(history) in a group project. I was the end of a three-part daily lesson on the preRevolutionary War in the American Colonies. This plan allows me to give the class an
organized outline with key points of my lesson, while proving to them I know the area as
some information is not on the outline. Such things as open ended questions, maps, or hw
is not included on this sheet, but is a great source of information for the student to
reference for the coming Newspaper assessment.
A reinvigorated idea came from this unit plan that sometimes when you need to
get out specific information, the book has a clean format with thought provoking
questions you can use to start and finish a lesson with. Many lessons will cover multiple
standards in the NJPST without the children even knowing. This strictly for professional
benefit.
I am not sure how specifically use THIS Unit Plan in a future class, as the plan is
based on a chapter within a specific book of a high school course. Unless I taught with
the same book I would have to change the wording, but all information is similar in
school texts with the Revolutionary War so the basic outline format could be used to
teach.

Jared Zimmermann
1 References NJPST 2014 pdf via RVCC Lions Den

Education Field Experience EDUC 230-02


Professor Suk
Spring 2015
High School Lesson Plan
Grade Level: 11
Subject: High School American History
Topic: Pre-Revolutionary War theorists and their theories
Objective: The students will be able catalogue foundation of famous writings related to
the American Revolutionary War. Also the creation and effects of the written Declaration
of Independence on American present and future will be touched on.
Standards Social Studies 6.1.8 D-3 a. (NJCCCS, 2009)
Explain how the consequences of the Seven Years War, changes in British policies toward
American colonies, and responses by various groups and individuals in the North
American colonies led to the American Revolution.
Materials: Student notebooks, writing utensils, PowerPoint slides, projector and screen,
textbooks
Prerequisite Skills and Knowledge: The students have been taught the two previous
sections of the chapter that covers the seeds of Revolution - (Section 1: The French and
Indian War Challenges Colonial Thinking, Section 2: The Issues That Led to the War for
Independence). Students have taken notes on key points of both sections.
Anticipatory Set: Written Do Now on the board. Do you think the United States today is
a nation in which ordinary citizens run their own government? Explain
Input and Modeling: The teacher will put up a PowerPoint on the board with pictures
of famous Revolutionary persons and documents relating to the order of the discussion.
Such writings as Thomas Paine's Common Sense will be brought up, along with important
definitions via the text like social contract, natural rights, and popular sovereignty. The
PowerPoint will be a digital version of the teacher's written outline, along with open
questions (if any) to be taken by the class notes. At the end of the PowerPoint, students
will read the section of the book that was not covered with the discussion, and then
answer open questions in written form on the true "success" of the Declaration of
Independence.
Culminating Activity: A class newspaper will be assigned to all students who will then
pair off in small three to four person groups. The paper will be a heavily graded project
that will allow groups to decide on what style of writings they want to use on each page,
and who to write as, or about from important pre-Revolutionary War events or persons.
The rubric would include important factors as facts or creativity (depending on choice),
grammar and teamwork.

1 References NJPST 2014 pdf via RVCC Lions Den

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