JIGSAW LESSON PLAN

(Case Study 9.1 Lesson Plan)

Subject Area: Social Studies

Specific Content: Global Studies

Grade Level: High School

Length of Lesson: 60-70 minutes

Instructional Objective(s):
The learner will describe, compare, and contrast human rights violations in three
specific setting: The West Indies c. 1530, a slave market in 1846, and the
Maidenak concentration camp in 1944.
State Content Standard / Benchmark / Grade Level Expectation:
History Content Standard: All students will evaluate key decisions made at
critical turning points in history by assessing their implications and long-term
consequences.
Long-Term Unit Objective:
The learner will evaluate the responses of individuals to historic violations of
human dignity involving discrimination, persecution, and crimes against
humanity.
Yesterdays Lesson: The class reviewed the Universal Declaration of Human Rights as
well as passages from the Helsinki Accord.
Tomorrows Lesson: The class will watch and examine a video of a network
correspondents report from Kosovo in June 1999. They will also review efforts of global
organizations.
Prerequisite Knowledge or Behaviors Needed:
Skills:
- Prior experience analyzing historical documents
- Uses contextual clues to answer questions and gather information
Concepts:
- Human rights
Behaviors:
- Can work collaboratively as a team
- Can communicate effectively with each other
- Can follow written and verbal directions

Why is the Content of Todays Lesson Relevant for Your Students?

The class is examining historical moments that have contributed to or inhibited
human rights. Many of the students are immigrants from countries where
violations of human rights are not uncommon. Other students who have not
personally experienced the suppression of human rights have seen enough
examples of it on the news. It is hoped that by relating the readings from todays
lessons to students experiences, the students will have a better appreciation and
understanding of their fellow classmates as well as the Universal Declaration of
Human Rights.
Materials:
Where are your materials to be kept until their use during the lesson?
The students will already have the documents that they were meant to read. They
should bring those with them to class. The students are given all the worksheets at
the beginning of class and are to hold them until they need to be used
When will your materials be passed out?
All materials are either brought in by the students or placed on the desks before
they arrive in the classroom.
How will materials be passed out?
The teacher passes the materials out ahead of time.
Model of Teaching: Jigsaw
Procedures
List each procedure according to stages of Jigsaw.
Preparation

Pre-groups the students in both expert and home groups.

Set up the desks in a way that will make discussion easier.
Students are required to read the text before attending class.
All worksheets are created a head of time.

Expert Group Students who read the same text will get into a group and discuss
what they found.
They will take notes as they analyze the text.
Students are in charge of the discussion.

Who do you think the eyewitness account is addressed to?

What are some questions you would ask the author?

What is the authors position on the topic? What evidence do
you have to support that?

Home Group The students move into groups with one person from each expert
group.
They explain their document analysis and ask questions of the
other group members.
Do not interfere with the discussions.
Walk around the room listening to what each group has to say.
Debriefing The class comes together to discuss/compare and contrast the
similarities and differences between the events in the different
texts.
Students have the opportunity to share stories of their own
experience and relate them to the readings.
Teacher facilitates the conversation.
What are some similarities that you noticed between the
different texts?
What surprised you most about what you read?
How can these accounts be relevant to our lives today?
Group Processing The students talk in groups or as a whole class about the
structure of the groups and the Jigsaw process.
Teacher provides structured questions to help with group/student
processing.
They work together to set goals to improve group work and social
skills.
What behavior did your group members used that you
appreciated?
What did you like/dislike about the Jigsaw process? What
would you change/not change?
What are some goals we should strive for the next time we use
Jigsaw?
Individual Accountability The students were responsible for reading the texts
before class.

During class they are responsible for filling in the worksheets,

taking notes, providing information to their group, and listen to
others as they share.
The teacher will be looking over their worksheets and notes to see
that everyone in the group did their part and walking around the
room to ensure that everyone is participating in the discussion.
What was something you learned from the text you read?
How does what you read relate to what the other groups read?
Include each question you are planning to ask your students in the appropriate section of
your lesson plan.
Closure: The closure of todays lesson will come during the full class discussion. The
students have the opportunity to hear was their classmates had to say as well as voice
their opinions and concerns. This discussion will prevent them from leaving with
unanswered questions and any uneasiness they may have felt.
How did you address student learning styles during this lesson?
Visual Write directions on the board and at the top of the worksheets. The
students are giving worksheets to guide them through the process of analyzing
documents and group discussions as well as telling them which group they were
in. The students also have copies of the documents that they read.
Auditory In addition to writing the directions, verbally tell the students what the
task expectations are. The students are given the opportunity to discuss
information from their readings with others in their expert groups and home
groups.
Kinesthetic N/A
Tactile The students are expected to take notes during their discussion with
their expert groups. They are also asked to write down questions they would ask
their home groups as well as questions they would ask the author of the
documents if they were to ever meet. They have copies of all of the worksheets and
documents being discussed.
Other approaches: The students in each home group could be required to create a
Venn diagram or some other data collector that they could present to the rest of
the class.
Assessment Criteria:
What tangible evidence will demonstrate your students learning today?
The students will show what they are learning by filling out the worksheets they

were given. They also will be taking notes while they discuss and the teacher can
collect those notes at the end of class.
What will be considered quality work?
The writing should be written with detail and be proven with evidence from the
reading.
Do you need a rubric to structure your assessment?
The assessment of this lesson is in two parts. One part is based on their
participation in their groups and then during whole class discussion. The other
part is based on the answers they gave on the worksheets. For the written
assessment the teacher would use a rubric. This way the students know exactly
how thorough and they need to be in their answers.
Will students also self-assess using this rubric?
The students should already have a copy of the rubric because the have completed
document analyses before. They assessment rules apply to any type of document
analysis.
Gender or cultural concerns may affect your instructional or assessment choices in
this lesson. If appropriate, identify these and describe how you will address them.
Culture and gender roles could affect the discussions in both the expert and home
groups. Heterogeneous groups will be formed with reference to gender, culture,
and immigrant status. The classroom environment needs to be accepting and
inviting to those students who wish to tell their experiences during whole group
discussion.
Instructional Modifications Describe a student in your class who has special needs.
Consider how you might modify your instruction and / or assessment for this
student. Traditional print, Internet and NETS resources can assist you.
There is a student in this class who is mildly cognitively impaired. He reads at the
6th grade level, and he has difficulty expressing himself in words. He will be
working with his resource room teacher for several days on his text to understand
the basic concepts that will be addressed in class. The teacher will provide all
work ahead of time and will closely monitor his group in the event he needs
assistance. If possible, his resource room teacher will attend class for this
session.
Technology What technology might enhance this lesson or this unit at some point?
Traditional print, Internet and NETS resources can assist you.
Notable human rights websites include: The UN http://www.un.org/rights/,
Human Rights Watch http://www.hrw.org/, Amnesty International

http://www.amnesty.org/
How will you provide practice for this objective?
The students will be given follow-up independent assignments to locate
newspaper and magazine articles about current examples of human rights
violations. They will be asked to compare their previous analyses to the most
recent human rights abuses.