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ED 321 Self-Assessment (Please number each self assessment)

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS: 1,7DISP: Respect Responsibility) Explain and defend the decisions you made in choosing your objectives and the assessment tools/strategies for this lesson. Even if the lesson was given to you to teach, you must consider the effectiveness of the objectives and assessments. When designing the lesson, I was told to focus on the French and Indian War. The students had already been introduced to the subject, but I wanted to give the students a lesson that made the causes more relatable to their own experiences. Students identified cause & effect relationships leading up to the war and explained the source of conflict between the French, Native Americans & English that led to the French & Indian War (comprehension and analysis). Students also briefly performed evaluation by determining if, as Native Americans, they would side with the French or British and explaining why. The short articles they read integrated state standard B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.

Classroom Environment (AEA: Coordination, Integrative InteractionWTS: 2,3,5DISP: Respect,


What were the discipline issues that presented themselves during the teaching of this lesson? How did you anticipate these and handle them? In the first class I taught the lesson with, some students did not want to participate. However, successful completion of the lesson required that each group member do his or her part. I was able to keep some of these students on task by circulating the classroom and asking their thoughts on the material or asking to see their progress. On one occasion, a group acted on their own to deal with a student in their group who was not working. As I walked, I watched the students repeatedly ask for that students progress and remind the student that it was needed. Because the students got to choose their groups and work with friends, reminding students that they were affecting each others outcomes was very useful amongst those friends. In the second class, the groups were extremely focused. This is probably because a camera was set up in the room. One group of boys had the giggles and kept checking the camera, but they continued to work at a reasonable pace and were not bothering the groups. If anything, these groups were almost too quiet because of the camera. I felt they held back from discussing the work from fear that they would be caught on camera causing disturbances. I reminded the students several times that the purpose of group work was to communicate with other students and share ideas; talking in this instance was more than welcomed.

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility), Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9DISP: Respect, Reflection), Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication)

After teaching the lesson and analyzing student work, describe how your decisions impacted student learning. How do you know? How well did your assessment connect to the lesson objectives? Are there changes you would make or things you could have done differently? Consider student learning as you reflect on your teaching of this lesson. Explain how the evidence you obtained in your lesson (assessment) demonstrated the degree to which all students achieved your objectives. This was probably my best lesson of the semester. My introduction drew students into the main concept of determining what conflict was and what caused it. The group work kept students engaged and they were able to share a variety of sources and achieve a fuller understanding. Time was appropriately managed and allowed for proper usage of introduction and conclusion. The discussions at the end allowed me to informally assess students understanding of the material and clarify or expand any concepts they may have missed. I was also able to provide great closure through an activity which made the basic cause of the French and Indian War relatable to students in a very easy to understand way. By assessing the worksheets, the students left with a very full understanding of the causes of conflict. Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication)

Explain how you incorporated feedback from your cooperating teacher and supervisor, if applicable, to the planning/teaching of this lesson. What decisions did you make based on feedback received? My cooperating teacher had continuously provided me with positive feedback. While he had nothing to say as far as areas I could improve on, he pointed out many areas I did well in. In particular he said my interaction, tone, and body language was very affective in controlling the classroom. I also continuously integrated my own self-assessments when designing new lessons. I feel that in this lesson, I was able to grow in the areas I had previously struggled with.

Stephanie Rudnicki Social Studies (8th Grade, Greenfield Middle School) Lesson Plan 1: French Indian War (Introduction) Objective: This lesson is designed to introduce the French Indian War. Students will identify cause & effect relationships leading up to the war and explain the source of conflict between the French, Native Americans & English that led to the French & Indian War. Goal: B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used Materials Needed: Conflict in the West handouts for students Causes of the French & Indian War Graphic Organizer Introduction - 5 minutes Ask students, What things can cause a war? Record answers for class to see. Explain to students that they will begin learning about the French & Indian War. Steps for Instruction - 35 minutes 1. Students will independently read one of the four character sheets and answer the questions on the worksheet. 2. When students are finished, they will receive a copy of the graphic organizer. Students will work on the graphic organizer alone, but may move around the room to ask questions from other students and the teacher. For the effect section, students will be asked to share their theories about the actions some students will probably guess what actually happened, and the teacher will fill in the rest. 3. Students will receive the which side will you choose? worksheet and will briefly work individually to decide which side of the conflict Native American tribes would choose. They will write their own answer, share with a partner, discuss, and then report out to the class. The class may be split but will probably lean more heavily toward the French. The teacher will explain that Native Americans were indeed also split, but leaned toward the French. Strategies for Students Students who have difficulty have the option of working in groups or alone. The teacher will circulate during the class to answer questions. Group discussion should help clarify confusing topics. Closure - 5 minutes

Students will be asked to describe why the parties were mad each other and predict what may occur during the war or how it may end. Assessment Students will be assessed on their class discussion and the content on their worksheet. Students should make appropriate evaluations based on evidence from the reading worksheet they have used. Students will identify within graphic organizers the cause and effect relationship that lead up to the war and explain sources of conflict.

Students will have until the end of class to complete the work sheets.

Conflict in the West 1 You are Susanna Boyd, an English colonist living in Virginia. Just like most people in your town, your parents came to America as indentured servants and worked very hard for seven years growing tobacco for a rich family in Virginia. When your parents contracts were up, they received clothes, tools and money to buy new land. They have a small farm in Western Virginia where they grow corn and raise pigs. You have grown up with plants and animals your whole life, and you are looking forward to getting married and raising a family on your own farm. Your parents want to be able to give you some land to start your own farm, but they barely have enough land for themselves. They cannot afford to give you any of their land. They also cant afford to buy you land, because it is so expensive. Europeans have been settling in Virginia since the 1600s and all the land is owned by someone someone who will only sell their land if they can make a profit. It feels sometimes like youll have to live on your parents farm forever. One day you are talking to your friends after church, and your friend Abby tells you that she is planning to marry the blacksmiths son, Roger. Roger says that he has saved up a little money to buy land. It definitely isnt enough to buy land here in the civilized part of Virginia, but way out west in the Ohio Valley, land is very cheap. The Ohio Company sells land for less than half of what it is near the coast. Roger and Abby will be able to get married and start their own form in Ohio. They suggest that when you get married, you should move to the Ohio Valley to live near them. Youre not sure about this idea. Youve heard that the Native Americans out west try to kill settlers and burn their farms. Youve also heard that there are huge bears and dangerous snakes. Are they just rumors, or are those true? If these rumors arent true, living in the Ohio Valley sounds great. The land is very cheap and the climate is similar to Virginia.

Why do people like Susanna, Abby & Roger want to move to the Ohio Valley?

Do you think Abby & Roger should move to the Ohio Valley? Why or why not?

Conflict in the West 2 Your name is Jacques Gladieux and you are a French fur trader living in New France (see the map on the right). You have lived in New France for six years, trading with the Native Americans. The natives trap animals with valuable fur such as foxes and beavers, and you buy them in exchange for European goods such as iron pots and steel sewing needles. The Native American tribes in this region do not have the technology to make steel and iron products, so they are very eager to trade. After six years in New France, you have made a comfortable life for yourself. You married a Native American woman named Onahtah, from the Iroquois tribe. She helps you communicate with her people. You have made a lot of money living in America and enjoy your life here. Things have started to change recently. English colonists from the coast have started moving into the Ohio Valley, where you do most of your trading. Some of them have started trapping the same animals that you buy from the Native Americans, which is upsetting the Native Americans. Other English colonists are cutting down the forest to build farms, which is scaring the animals and taking land away from the Native Americans.

How does Jacques Gladieux feel about what the English colonists are doing? Why?

What should he do next?

Conflict in the West 3 You are Lieutenant Governor Dinwiddie of Virginia, which means that you are the second most powerful member of the colonial government. Having an important job is great, but it doesnt pay for the expensive clothes that your children want. Your daughters are getting olderold enough to get marriedand they want to look beautiful all the time so they can attract a rich husband. You want them to be happy, so you need to find a way to make more money. To make more money, you decide to sell land out west in the Ohio Valley (see the map below). Because youre the Lieutenant Governor, you have the power to give a company the right to sell that land. You then become the president of the new Ohio Company so you can get rich selling that land in the Ohio Valley to the colonists. This plan works well, and you are able to make your children very happy. The only problem with your scheme is that the French colonists in New France think that they own the land. To show how serious they are about keeping the land, the French send 800 soldiers and start building forts in the Ohio Valley.

Should Lt. Governor Dinwiddie be allowed to sell that land in the Ohio Valley? Why/why not?

How should Lt. Governor Dinwiddie respond to what the French are doing in the Ohio Valley?

Conflict in the West 4 You are Lieutenant Colonel George Washington, an American-born English soldier. You have been sent by the Lieutenant Governor of Virginia to defend the Ohio Valley. The French want access to the Ohio Valley so they can continue to use it for fur trading. You have orders to stop them, because the Lt. Governor insists that the Ohio Valley is part of Virginia. You assemble your soldiers and march to the Ohio Valley. This is the first command you have gotten, and you are eager to do a good job. If this goes well, you might get promoted to a full colonel, or even a general. When you get to Ohio, its a total wilderness: you have marched for days and all you see are miles and miles of trees. You arrive at Fort LeBoeuf, one of the French forts, and deliver a polite letter asking the French to leave. The French commander informs you that they will not. You return to Virginia to inform the Lt. Governor of the bad news. To secure the English claim on the Ohio Valley, another English military commander goes west to set up a fort. They have a difficult time building the fort, and before they are finished, the French attack and take over the fort. The French finish building the fort and name it Fort Duquesne. It takes days for the news of this event to reach you in Virginia.

When Lieutenant Colonel Washington hears about what happened to the English fort, what will he think?

What should Lieutenant Colonel Washington do next?


Causes of the French and Indian War


How did it cause conflict? (Who did it upset and why?)

What effect did it have?

Land in Virginia and the other original colonies became very expensive

English colonists & fur traders moved to the Ohio Valley

Lt. Governor Dinwiddie of Virginia sells land in the Ohio Valley

The French built military forts in the Ohio Valley & attack the English fort

Name/Period: US History


Which side will you choose? In the 1750s war was about to break out between the French and the English, and Native American tribes were faced with a tough choice. Which side would they choose? Use these facts to help you make a decision.

The English & English Colonists Want to use your land for fur trading and farming Think that Native Americans are savages Want to expand their territory further to the West Have a steadily growing population in America

The French & French colonists Want to use your land for fur trading Have married Native Americans and raised families with them in America Have many missionaries living in the west that try to convert Native Americans to Christianity Have a relatively small population in America

If the French and English are going to have war, which side will your Native American tribe be allies with? Explain why you chose that answer.