You are on page 1of 8

Molloy College

Division of Education

Teacher Candidate _Tyler Cox_ Professor: Moroney

Course EDU 5230 Date: 12/5/18

Grade 8 Topic: History of Levittown Content Area: Social Studies

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

The students will read the “discrimination” tab on the instructor created website and

participate in a Google Classroom class discussion, including something they previously

knew about Levittown, followed by each stating three facts that they learned. The

students will then go to the “activities” page and follow the directions on the top of the

page .There the students will do a Flip Grid where they will achieve a 3 out of 4 on the

Historical Role Play: African American Solider Discrimination teacher created rubric.

NYS Common Core or Next Generation & ISTE NETS STANDARDS AND

INDICATORS

8.8a After World War II, the United States experienced various shifts in population and

demographics that resulted in social, political, and economic consequences

Indicator: This will be evident when students examine the effects of sub-urbanization,

including urban decay, suburban growth, and the diminished availability of farmland both

nationally and within New York State

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)

8SL1: Engage effectively in a range of collaborative discussions with diverse partners;

express ideas clearly and persuasively, and build on those of others.

Indicator: This will be evident when the students participate in the Google Classroom

discussion on the first page.

ISTE STANDARDS:

Empowered Learner-Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the learning

sciences.

1c-Students use technology to seek feedback that informs and improves their practice and

to demonstrate their learning in a variety of ways.

Knowledge Constructor-Students critically curate a variety of resources using digital tools

to construct knowledge, produce creative artifacts and make meaningful learning experiences for

themselves and others.

3c-Students curate information from digital resources using a variety of tools and methods to

create collections of artifacts that demonstrate meaningful connections or conclusions.

Creative Communicator-Students communicate clearly and express themselves creatively

for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate

to their goals.

6d-Students publish or present content that customizes the message and medium for their

intended audiences.

INSTRUCTIONAL RESOURCES

 Smart Board

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
 Computers with webcams

 Internet

 Flip Grid

 Rubistar rubric

 “Levittown History” Weebly website

MOTIVATION (Engaging the learner(s)*)

Before the students go to the discussion page on their own, the teacher will walk them through

the “Levittown Resources”, where the students will view pictures, documents, and videos of

Levittown being built.

DEVELOPMENTAL PROCEDURES

1. The students will observe the videos, pictures, and documents about the building of
Levittown. (What do we notice from these pictures? What did Levittown used to be

before all the homes were built?)

2. The students will then retrieve their assigned laptops to explore the website on their

own. (Students, go ahead and get your assigned laptops, please if there is something

wrong with the Laptop let me know.)

3. The students will then have five minutes to explore the website freely. (Boys and girls

go ahead and explore the website, look at the activities! DON'T start anything just yet,

wait for my instruction.)

4. The students will be instructed to then go to the “Discrimination” page, where they will

read all the information on the page and contribute to the class discussion on Google

Classroom. (Ladies and gentlemen please click on the "Discrimination in Levittown"

page. You will then read the question on the left of the page and answer it on the Google
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Classroom page. Are there any questions? Is anyone having any trouble navigating the

website?)

5. The students will then go to the activities page and read the article about a World War II

veteran being denied access to buy a home because he is of African American decent.

(How would you feel if you were him? Remember you just returned home from fighting

overseas for your country!)

6. The students will do an “Act It Out” based on if they were the solider that was denied

access to buying his house via Flip Grid.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Modeling

Indicator: This will be evident when the teacher models how to get to the website for the

students.

Cooperative Learning

Indicator: This will be evident when the students participate together in the interactive

discussion on the Google Classroom page.

ADAPTATIONS (Exceptionality*)

 For a child who is visually impaired, the teacher will have a brail copy of the articles on

the page that way the student can participate with the class. The student will also have a

transcriber so that they can participate in the Google Classroom discussion page.

 A student with difficulty typing due to a physical condition will have a microphone

attached to his computer where that student will be able to use a word dictation software

to contribute in the Google Classroom discussion.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
DIFFERENTIATION OF INSTRUCTION

Kinesthetic Learning:

These students will be able to type on the keyboard as well as being able to get up and move

around for the “act it out”.

Auditory Learners:

These student will be able to hear the videos about the building of Levittown that can be found

on the “Levittown Resources” page.

Visual Learners:

These students will be able to see the website, articles, photos, and videos about the building of

Levittown.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

The students will watch a video from the link below on Levittown and a lifelong resident describing what

it was like to live in Levittown in the very beginning. The students will type 200 word response to the

documentary and hand it in to the teacher the following morning.

https://www.pbs.org/video/10-changed-america-towns-web-exclusive-levittown-ny/

INDEPENDENT PRACTICE

The students will make their own Kahoot! quiz consisting of ten questions that they learned from

today’s lesson to try and test their classmates.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
For the students who failed to receive a 3 out of 4 on the Flip Grid, will then have the

opportunity to write a two page paper about how they felt regarding the article of the African

American veteran unable to buy a home.

Academic Enrichment

For the students who did succeed, they will then do some of their own research about Levittown

and see what other towns he helped inspired to be built and where they are located They will use

Microsoft Word formats to create a newspaper from the time period of when Levittown was

being built.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Historical Role Play: African American Solider
Discrimination

Teacher Name: Mr. Cox

Student Name: ________________________________________

CATEGORY 4 3 2 1
Historical All historical Almost all historical Most of the historical Very little of the
information information information was historical information
Accuracy appeared to be appeared to be accurate and in was accurate and/or
accurate and in accurate and in chronological order. in chronological
chronological order. chronological order. order.

Role Point-of-view, Point-of-view, Point-of-view, Point-of-view,


arguments, and arguments, and arguments, and arguments, and
solutions proposed solutions proposed solutions proposed solutions proposed
were consistently in were often in were sometimes in were rarely in
character. character. character. character.

Knowledge Can clearly explain Can clearly explain Can clearly explain Cannot explain one
several ways in several ways in one way in which his way in which his
Gained which his character which his character character \"saw\" character \"saw\"
\"saw\" things \"saw\" things things differently things differently
differently than other differently than other than other than other
characters and can characters. characters. characters.
clearly explain why.

Required Student included Student included all Student included Student included
more information information that was most information less information than
Elements than was required. required. that was required. was required.

Props/Costume Student uses several Student uses 1-2 Student uses 1-2 The student uses no
props (could include props that accurately props which make props OR the props
costume) that fit the period, and the presentation chosen detract from
accurately fit the make the better. the presentation.
period, show presentation better.
considerable
work/creativity and
make the
presentation better.

This rubric was created by Tyler Cox Dec.5th,2018 by using RUBISTAR retrieved from
www.rubistar.com

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
REFERENCES
Cox, T., Blatus, A., & Barresi, A. (2018, November).WELCOME TO LEVVITOWN!! LETS DIVE IN

AND EXPLORE!. Retrieved December 9, 2018, from http://levittownsuburbia.weebly.com/

Cox, T. (2018, November 29). Flipgrid: African American Solider. Retrieved December 9, 2018, from

https://admin.flipgrid.com/manage/grids/951826

Cox, T. (2018, September). Mr. Cox 8th grade Social Studies. Retrieved December 9, 2018, from

https://classroom.google.com/u/2/w/MjY3NjA3MDI3MjNa/t/all

Galyen, C. (2010). Levittown The Imperfect Rise of the American Suburbs. Retrieved

December 7, 2018, from http://ushistoryscene.com/article/levittown/

Next Generation English Language Arts Learning Standards.

http://www.nysed.gov/curriculum-instruction/teachers/new-york-state-next-

generation-english-language-arts-learning

Next Generation Social Studies Learning Standards.

http://www.nysed.gov/curriculum-instruction/teachers/new-york-state-next-generation-

socialstudies-learning-standards

System, N. L. (2011, June). Home. Retrieved December 7, 2018, from

https://www.levittownpl.org/research-history

(2016, April 18). Retrieved December 10, 2018, from https://www.pbs.org/video/10-changed-america-

towns-web-exclusive-levittown-ny/

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language