Indiana Wesleyan University

Social Studies Methods Lesson Plan

2007 ACEI Standards

Student: Kristen Morris School: Troutville Elementary School

IWU Supervisor: Co-op Teacher:
Teaching Date: Grade Level: 4th Grade

READINESS
I. Goals/Objectives/Standard(s)
A. Goal Students will identify events that occurred during the early days of American history and how they effected
Indianas development as a state.
B. Objectives Given an Indiana Studies Weekly and a Google Trek link, students will visit key locations in the
beginning of Americas days as a country and answer questions to discover the importance of these events and
locations on the development of Indiana as a state.
C. Standards:
a. 4.1.3 Explain the importance of the Revolutionary War and other key events and people that influenced
the development of Indiana as a state.
b. 4.1.15 Create and interpret timelines that show relationships among people, events, and movements in
the history of Indiana.
II. Management
a. Materials
i. Google Trek
ii. Indiana Studies Weekly
iii. Paper
iv. Markers
b. Time: 45 minutes
c. Space: Students will be seated at their desks next to partners
d. Behavior: Volume should be at a reasonable level for indoor group work. Students will use their teachers
management system.
e. Technology: Laptops
III. Anticipatory Set

Good morning students, I am so excited to see you all today! How many of you like to go on adventures? To begin,
I want to hear about some adventures that you all have been on.

Give students time to share.

Those are all great stories of adventures. Let me show you something that is from an adventure that I went on.
When I was born, my parents lived in a little town called Fenton, Michigan. When I was 5, my parents, my sister,
and me all moved to a town called Davison. When I was 12, my dad told me that we would be moving all the way
to a town called Indianapolis which is still where they live today. I moved about 12 times before I was even 15
years old! I hated moving so much, however, moving to all of those places has helped to shape me into the person
I am today. In Fenton, I learned to walk and talk and I had friends there that are still my friends today. In Davison, I
learned gymnastics and soccer and I met friends that I also still have today. When I moved to Indianapolis, I
learned what it was like to be a teenager and how to become a responsible adult. At each location I learned
something new and met new people who have helped to shape me into who I am today.

The same is true of the early American settlers in the United States. There are many key locations that have helped
to shape the country into what it is today.

Today we are going to go on an adventure, but to go on this adventure, we dont even need to leave our
classroom!

IV. Purpose: We are going to explore these key locations, and discover how they shaped the country that we know as
the United States today.

PLAN FOR INSTRUCTION

(ACEI 1.0)

1
 V. Adaptation
a. Remediation: For students who struggle to pay attention and remain on task, they will be paired with
students who succeed at staying on task. Partners will keep them accountable to do their fair share.
b. Enrichment: For students need more of a challenge, they will be asked to link the events together and
explain why the events affected one another in the way they did. For this activity there will not be a right or
wrong answer, this is simply to get them thinking critically about how these events could have occurred.
c. ELL N/A
d. Exceptional Needs: Students with exceptional needs will be paired with students whom they work well with.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)

Students will work their way through the Google Trek. When they reach each location they must answer the given
question on their answer sheet. Students will be asked as a final project for their Google Trek, to create a timeline of
the given events in American history. I will model the first location for them and explain what they will need to do at
each location.

(ACEI 2.1)
(ACEI 3.3)
VII. Check for understanding Ongoing throughout lesson

Each student will show their timeline that they created and explain the events that they learned about
This will be accomplished through jigsaw grouping so that not every student has to get up and present.
I will monitor as the students work through their Trek.

VIII. Review learning outcomes / Closure

Eventually students will have a master timeline of their events in American history and they will be able to explain the
connects between events.
Students will eventually each claim a time period in which to present their findings.

PLAN FOR ASSESSMENT

Formal Assessment Timeline and Answer Sheet

Informal Assessment I will be up and monitoring the progress of students as they work through this.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did the use of technology strengthen or weaken the students understanding of the material?
8. If I taught this lesson again, would I use a different type of technology or reading?

Revision Date: September 12, 2016

2007 ACEI Standard