You are on page 1of 13

Somewhere In Time

Name: Ali James Time Allotted: 80-90min.


Grade Level: 3
rd
Subject: Social Studies
Materials Required:
KWL chart (#30)
Sticky Notes
Personal Timeline
Informational books about events in Michigans History
Computers
Foldable (#8)
Foldable rubric
Michigan event and description cards
Participation pie chart

Michigan Content Expectations:
3 H3.0.10 Create a timeline to sequence early Michigan history (American Indians,
exploration, settlement, statehood).
Objective(s):
The student will create (Synthesis) a timeline to sequence early Michigan history by working in
small groups during guided instruction to correctly order and identify twenty of the thirty event
cards.
The student will create (Synthesis) a foldable for an event in Michigans history during
independent practice by locating information to score at least a three out of four on the foldable
rubric.
Student Friendly Objective(s):
I can create (Synthesis) a timeline to sequence early Michigan history.
I can create (Synthesis) a foldable for an event in Michigans history.


2

Assessment:
Objective 1 - Formal/Formative
During guided practice, I will be observing the students work. While the students are organizing
and matching their even cards, I will be walking around the room and ask and answer any
questions. If the students are struggling with how to correctly match their cards, I will refocus
attention on me and give more guidance on matching cards.
Objective 2 - Informal/Formative
During independent, I will be observing the students work. While the students are working on
their foldable, I will be walking around the room and ask and answer any questions. If a student is
struggling to find information, I will direct them to a source that will help. If students are
struggling with how to correctly fill out the foldable, I will refocus attention on me and explain
how to fill out the foldable again.
Formal/Summative
Objective 1 At the end of guided practice, when students have completed matching all their cards
and feel confident in their answers, I will go around and assess their work. The students will
receive a point for each match that is correct and I expect that they will correctly order and match
at least twenty of the thirty events. Also, as part of the assessment, I will have each member in the
group fill out a participation pie chart to indicate how much work each student in the group
contributed.
Objective 2 To assess that the students met this objective, during independent practice, I will
have each student turn in their foldable to me after they present on their event. I will then assess
their foldable based on the foldable rubric to see if they have understood the material. I expect
that they get at least a three out of four on the rubric. Once all foldable are graded, they will be
hung up around the room, in chronological order, to create a timeline.
If the students have met the minimum proficiency then I would move on to the next lesson; giving
a brief review of the material covered in this lesson before I begin. However, if the students have
not met the minimum proficiency then I would find the areas where the majority of the students
are struggling and go back and reteach the material in a different way. During this time, I will
provide additional resources and materials for the students to work with/through so they can
gain a better understanding of what is being taught. After the lesson, I will give the students
another assessment to assess their understanding.
If it is only one student who does not meet the minimum level of proficiency, I will meet with them
one-on-one to review/correct the missed sections. After that, the student will have an
opportunity to retake the assessment to demonstrate mastery.
3


Instructional Procedure:
1. Anticipatory Set:
a. Using a KWL chart (#30), I will ask the students to draw, name and/or write events
that they know or think they know have happened in Michigans history and what
they want to know on sticky notes and then place them on the chart.
i. I will go over a few of the students sticky notes to get an idea of what they
already know and what they would like to learn through the lesson.
ii. During the lesson, I will try to answer as many questions as possible that the
students have written down.
b. I will remind the students about how we just started our new unit about Michigan.
c. I will tell them that that knowledge is going to help them in todays learning. I will
tell them that we are going to be learning about events in Michigans history and
how they fit together on a timeline.

2. State Purpose and Objective of Lesson:
a. I will tell the students that today we are going to be learning about specific events of
Michigans history and how to put them in a timeline.
b. I will say that this information is important to know because it will help them better
understand their surrounding and why things are the way they are today in
Michigan. For example, as a result of the Toledo War in 1835-1836 resulted in Ohio
taking over the Toledo Strip in exchange for the western Upper Peninsula and
statehood.

3. Instructional Input/Direct Instruction:
a. I will start off by showing the students a simple timeline of my life to introduce to
them how a timeline is setup (Modeling). I will then explain that the events of
Michigans history can also be put in a time line, listing a few examples and placing
them on a timeline as I go (Molding). Once the students have a good understanding
of timelines, I will assign each of them and even it Michigans history for them to
research and complete a foldable (#8) for that event. Each student will then present
on their event and I will hang up their foldable around the room to create a class
timeline. Following this activity, students will be asked to independently complete a
timeline worksheet.
b. The student will participate in both independent and group activities. The student
will create a foldable for a specific even if Michigans history which will become part
of a classroom timeline. The student will be asked to present their findings to the
class. Finally, the students will be asked to individually complete a timeline
worksheet.

4. Modeling: Embedded

5. Independent Practice:
4

a. Each student will be assigned an even in Michigans History to research and create a
foldable for. I will show and present to the students an example of a foldable that I
have already completed. As I present, I will point out the main areas that the
students need to collect information on (Modeling).
b. After that, the students will find information for their assigned event and fill out
their foldable with the information that they have found.
c. When the students have finished their foldable, they will take turns coming up to the
front of class and present the information they have found. While they are
presenting on their event, the rest of the students will taking notes over the
information presented on a notes sheet. As the students present, I will correct any
misconceptions or wrong information. This will prevent the students from
internalizing incorrect facts about the different events.

6. Guided Practice:
a. After all students have presented their event, I will split them up into groups. Each
group will be given two stacks of cards, one with the names of events in Michigan
and another with the date and descriptions of the events. The students will be asked
to organize the cards into a time line as well as pair the name and date cards with
the descriptions. Students will be allowed to use their notes as well as the classroom
timeline to help them complete the assignment. Before they begin, I will
demonstrate what they are to do and pair cards for the students (Molding).
b. During this time I will walk around the room and check the students work. If
students are struggling, I will stop them and ask them to re-think their answer. If the
majority of students are struggling with one or multiple events, I will guide them
toward the correct answers.

7. Differentiated Consideration
a. If a student struggles with finding information, I will guide them to the
correct information so it is easy to identify.
b. If a student struggles with writing, I will allow them to cut and paste then
information and then print it out and glue it onto their foldable.
c. If a student finishes early, I will allow them to write in their journal about
what they learned about events in Michigan or timelines.
d. If the students finish early, but struggled to find information, I will allow
them to work together in pairs to find information for their foldable.
e. For the student(s) who struggle to complete the assignment, I will pull them
aside and work with them one-on-one or in a small group.
f. If a student needs more time to finish, I will allow them to take it. If they still
need more time, I will keep their foldable at school and they will finish it the
following day or when there is free time.

8. Closure:
a. After the students have finished the assessment we will review the objectives again.
b. To summarize what we had learned, I will have the students write down at least
three things that they learned today on sticky notes and then place them on the
5

KWL chart (#30) that we looked at at that the start of class. I will then have a few
students share their responses.
c. Finally, I will inform the students about the upcoming lesson on Michigan regions to
get them ready and thinking about it.

9. References:

Worldatlas explore your world. Timeline. Retrieved From
http://www.worldatlas.com/webimage/countrys/namerica/usstates/mitimeln.ht
m

Michigan History Timeline. Retrieved From
http://www.historytimelines.org.uk/americantimelines/22 michigan-history-
timeline.htm

Prescot, Madison. History of Michigan (Throughout Statehood) Third Grade. Retrieved
From
http://madisonprescott.weebly.com/uploads/1/3/6/6/13666852/final_unit.pdf













6

Explanation of Identified Instructional Strategies

Why you selected those specific strategies to utilize in the lessons? What other options did you
consider and why?
I selected the KWL strategy to utilize in the lesson because I thought it would be
beneficial to find out what the students already know or think they know about events in
Michigans history as well as what they would like to learn about Michigans history. This
strategy not only provides me with information about the students knowledge, but it also
allows the students to truly focus in on the topic and prepare them for the lesson. The other
strategy that I selected to utilize in this lesson was the foldable. I selected this strategy because
I thought I it would be a great tool for students to use to organize their thought about a specific
event in Michigans history. The foldable that I chose to use allows students to identify a
variety of items such as the title of the event, what happed, when it happened, who was
involved, how it happened, and why it happened, in an organized way. This foldable also
provides students with a sufficient amount of space for them to fully answer and expand on the
questions asked.
One strategy that I considered to use was the two column notes. I considered using this
strategy because I thought it could be beneficial for students by allowing them place questions
on one side of the note sheet and the answers on the other side. However, the notes could easily
turn into a mess due to the fact that there are no dividing lines. The foldable on the other hand
allows each question to have its own space for answers that are spate from one another.

Why would these be the most effective strategies? ( benefits)
The KWL strategy is the most effective strategy because it gets the students engaged and
thinking about the topic that is going to be discussed and it provides the teacher with a general
understanding of what the students already know as well as what they want to know. Through
this information, the teacher is able to adjust instruction to meet the needs of the learners. For
example, if the majority of students are familiar with a specific even in Michigans history,
then the teacher will spend less time on that specific event and more time on another. Another
benefit of this strategy is that by have the students identify what they learned at the end of the
lesson, the teacher is able to see what knowledge the students actually took away from the
lesson and what material may need to be retaught.

The foldable strategy is the most effective strategy for note taking because it provides the
students with a fun and organized way to take notes over events in Michigans history. The
foldable that I have used in the lesson, also provides students with sufficient amount of space
for writing that may not be offered with other note taking strategies.

What might be some possible cons or barriers that you may encounter from utilization of the
strategy? How would you counter act these issues?
One con that I may encounter with using the KWL chart is that some students voices may
not be heard during the lesson if their specific question is not addressed. To counter act this
issue, I will be sure to make it a point to address all questions at some point during the unit. All
questions may not be answered during a given lesson due to what material is being covered.
Therefore, some questions may be addressed in other lessons. However, if for some reasons a
7

question cannot be addressed in a lesson, I will make it a point to address the question at an
appropriate time during the unit.

One con that I will encounter from utilizing the foldable is that important facts about
events may be left out because there is not a section on the foldable for additional
important/interesting facts. To counter act this issue, I can easily add another section to the
foldable that included additional important/interesting facts. By adding this section to the
foldable, students will be able to include facts that they personally find interesting or important
as well as allow them to dive deeper in their learning of the specific event they are researching.















8





Accompanying Materials for Lesson 1















9

Possible Events in Michigan History for Students to Research




















1. The Ojibwa
2. The Ottawa
3. The Potawatomi
4. The Menominee
5. The Miami
6. The Huron
7. The Iroquois
8. Samuel de Champlain
9. Jacques Marquette
10. La Salle
11. The Fur Trade
12. Detroit
13. The French and Indian War
14. The Pontiac Rebellion
15. The War of 1812
16. The Erie Canal
17. The Chicago Road
18. Magdelaine la Framboise
19. Conflict in the Soo
20. Gristmills
21. Waterpower
22. Cholera
23. Constitution Written
24. The Toledo War

25. Louis Jolliet
26. Fort Michilimackinac
27. St. Lawrence River
28. British Raid Detroit
29. Revolutionary War ends
30. Battle at Fallen Timbers

10


- Example of the Foldable















Foldable Rubric

4.0 3.0 2.0 1.0
Questions All questions
answered correctly.
Three questions
answered correctly.
Two questions
answered correctly.
One questions
answered correctly.
Cover Page Includes a photo of
the event, title, and
color as well as the
students name.
Includes at least
two elements: a
photo of the event,
the title, color, or
students name.
Includes at least
two elements: a
photo of the event,
the title, color, or
students name.
Includes at least
two elements: a
photo of the event,
the title, color, or
students name.


11

Name: _____________________________________________________ Date: ___________________________________

Participation in a Pie
Directions: Please shade in the amount of work each member in your group did. Label each
amount of the pie so I know how much work each person contributed.





















12

Event and Description Cards
(Change or add to events depending on lesson/class)

Etienne Brule 1622 French explorer at Lake
Superior
The Jesuit priest Jacques Marquett and
the Jesuit missionary Claude Dablon
1668 Established the first mission at
Sault Sainte Marie
Jesuit missionary Jacques Marquette,
French Explorer and fur trader Louis
Jolliet
1673 Explore the Mississippi
French army officer Antoine de la
Mothe Cadillac
1701 Establishes the first several
French Settlements
The Seven Years War 1756 Due to disputes over land is
won by Great Britian. France gives
England all French territory east of
the Mississippi River, expect New
Orleans. The Spanish give up east and
west Florida to the English in return
for Cuba.
The French surrender 1760 The French surrender Fort
Pontcartrain to the British which ends
French rule in Detroit.
Legal battles settled 1763 Resulted in the Mason-Dixon
line, surveyed by Charles Mason and
Jermiah Dixon, establishing
Marylands northern boundary.
The American Revolution 1775 Creates the United States of
America. Was due to the British
burden of taxes and total power to
legislate any laws governing the
American colonies.
Unites States Declaration of
Independence
1776 Official document of
independence established
France declares war against Britain 1778 Makes an alliance with the
American revolutionary forces
The Treaty of Paris 1783 Document signed by
victorious United States and the
defeated Great Britain


The Louisiana Purchase 1803 The United States bought this
land from France. The U.S. Secretary
of State, James Madison paid 15
million dollars for the land.
13

















The Michigan Territory 1805 A territory was created
The War of 1812 1812 War between U.S. and Great
Britain that ended in a stalemate, but
confirmed Americas Independence
The Treaty of Saginaw 1819 Treaty cedes nearly 6 million
acres of Indian lands to Michigan
settlers. This forced the Native
Indians farther West
The Toledo War 1835 War ensues over the Michigan
Ohio boundary
Michigan Statehood 1837 The date that Michigan was
admitted to the Union. Michigan was
the 26
th
state to be admitted to the
Union
The American Civil War 1861 John Brown raided Harpers
Ferry and set in motion events that
led directly to the outbreak of this
war.
Surrender of Robert E. Lee 1865 This persons surrender
signaled the end of the Confederacy
The Abolishment of Slavery 1865 The Thirteenth Amendment to
the U.S. Constitution is ratified.
The Spanish American War 1898 The Treaty of Paris and the
U.S. annexes Puerto Rico, Guam,
Philippines cause this war to begin.