POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 ALL SECTIONS The following information should be included in the header of the lesson plan: Kelsey Robohn, Kara Lyons, Stephanie Johnson, Natalie Scholberg, Greg McMurrer, Lindsay Terrio Date and time lesson is to be presented: Thursday, Nov. 7, 2013, 8am

(Include the title of each of the following sections in your written plan.) A. TITLE OF LESSON: Heinz Story Case Study B. RATIONALE: A paragraph that justifies what you are teaching and why it is important for students to develop a deep understanding of what is being taught. Be sure to emphasize how it contributes to students development as citizens and to their lives beyond school. Explain why it matters in terms of its meaning to students, the value of the subject content, opportunities for inquiry and its importance to the community and to society. The rationale should not be that the lesson fits within the state or school curriculum. We will give the class a situation in which they determine the best choices to make. This problem-based learning is an exercise in critical thinking. This case study will help students learn through experiences, and will bring new concepts to life in a real-world situation. It entails engaging participation, team-building, and group work skills. C. CONTEXT OF LESSON What pre-assessment did you do that tells you the students readiness, interests, and/or learning preferences? Why is this an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know about child development? Cite theorists whose work supports your understanding of these aspects of the lesson where appropriate. We have been learning how to teach a social studies lesson to an elementary classroom, and how to make them engaging and challenging. This lesson is appropriate for our target audience (college students) as they are challenged to make hard ethical and moral decisions. This lesson fits with the college students stage of development because college is a time when young adults form and solidify their ethi cal and moral views, and really become confident in who they are. According to William Perry, college students come to understand and to manage the multiple frameworks and conflicting perspectives that confront them (Source: http://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/supportresources/lecturersteaching staff/resources/resources/Perry_Intellectual_etc.pdf). This lesson will also lead our audience through the 6 stages of moral development: Obedience, Self-interest, Conformity, Law and Order, Human Rights, and Universal Human Ethics. D. LEARNING OBJECTIVES Understand what are the broad generalizations the students should begin to develop? (These can be Know what are the facts, rules, specific data the students will gain through this lesson? (These knows Do what are the specific thinking behaviors students will be able to do or practice as a result of this lesson?

difficult to assess in one lesson.) Understand how a case study can help convey social studies concepts to elementary students.

must be assessed in your lesson.) Know how to encourage teambuilding, critical thinking, and problem-solving.

(These will also be assessed in your lesson.) Students will use teamwork to solve the problem, and show the critical thinking they used in a writing assessment.

E. ASSESSING LEARNING:

What will your students do or say, specifically, that indicate every student has achieved your objectives? Rememberevery objective must be assessed for every student! Task: Diagnostic features: Support: What learning tasks have What features will you look for in student What resources can you draw upon you organized that can (or adaptations can you make) in responses or products from the task(s)? be used for assessment? We will be looking for thoughtful discussions assessing children with special needs? Use informal For children with special needs, we that show critical thinking and listening skills in observations and collect would read the story aloud and show our informal observations and writing writing samples or a prepictures that support the story, and responses. assessment and a posthave a script for them to follow and What criteria will you use for assessment? assessment. reference throughout the lesson. Responses need to be well thought-out. Responses must show proof that students are considering opinions other than their own.
F. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required) CE.1 The student will develop the social studies skills responsible citizenship requires, including the ability to f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decisionmaking model; g) formulate an informed, carefully reasoned position on a community issue; h) select and defend positions in writing, discussion, and debate. CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by e) evaluating how civic and social duties address community needs and serve the public good. CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by f) practicing decision making; G. MATERIALS NEEDED

List all books, materials, and other resources that will be needed to teach this lesson. Who will be responsible for securing each item? Provide bibliographic references for all trade books and, if applicable, textbooks used in your lesson. Use APA style for this list when appropriate. Notebook paper (provided by each student, but we will bring extras for anyone who needs it) Prezi: http://prezi.com/pjjt606a1uag/case-study/ H. PROCEDURE (Use this graphic organizer if it is helpful for you. If you create your own format you must include each aspect listed below, in the column headings). Activity Element & Time (in minutes) Procedures and management Step-by step procedures including questions and main points visualize what you are going to say to the students. It might be helpful to script out what you are going to say, although during the lesson you do not need to use this language verbatim. Introduce the Heinz Story: Heinzs wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local chemist and the Heinz tried desperately to buy some, but the chemist was charging ten times the money it cost to make the drug and this was much more than the Heinz could afford. Heinz could only raise half the money, even after help from family and friends. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later. The chemist refused saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the chemists and stole the drug. Discussion (30-40 minutes) Ask 6 different questions one the scenario. Students Describe what the students will be doing as a result of your instructions (Pre-assessment) Each student can take notes on the story if they wish. Before discussing it with anyone, each student answer individually on your paper: What would you do? Share your thoughts with your small group on the story and what choices you would make. Then discuss as a whole class. Take notes as we discuss the stage as a whole group. Discuss in table groups, then as whole group. Which answer did your Academic, physical, social & linguistic differentiation, resources, and support How will you support ALL students? Have the story displayed on the screen, and also suggest taking notes so that they can have information in front of them to interact with.

Introduction

Event 1

Group discussion will help develop students oral communication skills.

Transition

Discuss stages of moral development, and their connections with the scenario.

Event 2

Which stage does your answer line up with? Stage 1, OBEDIENCE. Heinz should not steal the medicine because he will consequently be put in prison, which will mean he is a bad person. OR Heinz

Use a tambourine sound to tell everyone that the two minutes of writing time are up. Write your thoughts down so you dont forget.

Transition

should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else. Stage 2, SELF-INTEREST. Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. OR Heinz should not steal the medicine because prison is an awful place, and he would more likely languish in a jail cell than over his wife's death. Stage 3, CONFORMITY. Heinz should steal the medicine because his wife expects it; he wants to be a good husband. OR Heinz should not steal the drug because stealing is bad and he is not a criminal; he has tried to do everything he can without breaking the law, you cannot blame him. Stage 4, LAW & ORDER. Heinz should not steal the medicine because the law prohibits stealing, making it illegal. OR Actions have consequences. Stage 5, HUMAN RIGHTS. Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. OR Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right. Stage 6, UNIVERSAL HUMAN ETHICS. Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. OR Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant. Discuss the case study method and how to use it in the classroom.

group pick? Anything different?

Students actively listen and maybe take notes.

Event 3

Talk about the advantages and disadvantages to case studies.

Conclusion:

Post Assessment. Did your opinions change?

Share your thoughts with your small group, then the large group. Individually write if your opinion changed, then discuss as a table.

Students think about how you personally can apply this to your future classroom. Students learn how to compare and contrast. Students use literacy to explain their changes or similarities in thought.

I.

DIFFERENTIATION: Write a narrative explanation of two to three paragraphs describing how you have planned to meet the needs of all students in your classroom with varied learning styles and abilities, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? Draw from the examples you described in the final column of the chart in the procedures section of your lesson plan.

We will include auditory and visual supports in our lesson. Our lesson incorporates a lot of group work in order to create a low anxiety environment. We have also included some short breaks to allow people to recollect their thoughts and return focused. We know that it is important for people to repeat to remember so we have people writing down their thoughts as they go and form ideas. If we find that people are struggling with our objectives than we will support them using prompting questions to facilitate their learning in the right direction, such as What if? or Have you also considered?. If there are students who complete the work early we will have them develop their own case study question in order to further extend and enrich their learning. We will have the story displayed on the screen, and also suggest taking notes so that they can have information in front of them to interact with. Small group discussions will help develop students oral communication skills. We will use a tambourine sound to tell everyone that the two minutes of writing time are up, and that will especially help the auditory learners and students that have trouble paying attention. Closing questions challenge students to think about how they personally can apply this to their future classroom, and challenges students to use literacy to explain their changes or similarities in thought.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Think about this! It may help you avoid an embarrassing situation. If the lesson falls short on time we will have groups create their own case study scenario, taking into consideration situations that force students think critically and take into account multiple perspectives. If our lesson is taking longer than we planned for than we will shorten the amount of time that groups have to discuss situations in their group and use prompting questions to speed the process along. If the technology is not working we will have a print out of our lesson handy to work off of and use the board in the front of the classroom. If there is a question to which we do not have the answer to we will research it separately and report back when we have a correct answer.