Вы находитесь на странице: 1из 5

CI 402 Lesson Plan #1: Library of Congress Tutorial Names: Jessica Kettner Class/Subject: 8th Grade Social Studies

(Ms. Adrians Class) Date: 2-28-2012 Length of Class: 80 Minutes Student Objectives/Student Outcomes: Students will develop the ability to effectively navigate the Library of Congress we bsite. Students will conduct research on the time period and music genre specified in their chosen Big Question. Content Standards: 16.A.3a Describe how historians use models for organizing historical interpretatio n (e.g., biographies, political events, issues and conflicts). 16.A.3b Make inferences about historical events and eras using historical maps an d other historical sources. 18.A.3 Explain how language, literature, the arts, architecture, and traditions contr ibute to the development and transmission of culture. Materials/Resources/Technology: Students will need to meet in the computer lab. Instructors will use the Smart Board to demonstrate topics. Students will need notebooks, pens, pencils, etc. for note taking. YouTube clip of Billy Joels We Didnt Start the Fire http://www.youtube.com/watch?v=eFTLKWw542g&ob=av2e Library of Congress Website http://www.loc.gov/index.html List of links needed for this activity and description of tasks posted to Edmodo Teachers Goals: Teachers will guide students toward individual proficiency with online archives Teachers will expose students to the influences music has had on culture and history as a whole, and the ways historical events and cultural structures have impacted mu sic Time

7:55

Start of Class: After the students watch CNN Student News and complete the quiz, teacher s will play We Didnt Start the Fire by Billy Joel for students (http://www.youtube.com/watch?v=eFTLKWw542g&ob=av2e) and discuss some of the historical events mentioned in the lyrics. Students will be provided w ith a sheet of lyrics to help them follow along. Introduction of Lesson: Teachers will introduce the students to the Library of Congress Website (http://www.loc.gov/index.html), and explain the Tutorial Activity to the stu dents: 1.Working in groups,start at: 2.http://www.loc.gov/topics/content.php?subcat=25 3.Choose a page from the genre related to your Big Question or a topic o f 4.interest to you 5.Spend some time exploring your chosen page and learning how it relat es to 6.your Big Question 7.Complete one of the primary source worksheets about a song, album c over, or image of sheet music

88:05

8:15

Lesson Instruction: Teachers will then identify and explain some of the key components of the Library of Congress homepage, and give a demonstration of how to effectively search t he website for a specific topic or primary source. Example: Alexanders Ragti me Band Recommend that students begin searching at the Performing Arts Encyclope dia: http://www.loc.gov/performingarts/pae-home.html After the example, teachers will respond to any questions that the students might have at this point, and then allow them to begin on the Tutorial Activity. As stude nts are working through the activity teachers will walk around the room monitoring students to ensure use of proper websites as well as to address any questions or conc erns from the students. Students will raise their hands when they have complete d the activity. Once the teacher has confirmed that the student has completed the activity, students can begin researching their Big Question topic within the Library of Congress website.

8:30

Assessments/Checks for Understanding: Teachers will discuss any questions or concerns as groups complete the acti vity Students must complete either the Thinking About Songs as Historical Arti facts worksheet for one song or the Primary Source Analysis Tool for a sheet m usic or album cover source and submit it for grading by the end of the class period. Thinking About Songs as Historical Artifacts: http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/ activities/songs/pdf/analysis.pdf Primary Source Analysis Tool: http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Sourc e_Analysis_Tool.pdf Teachers should use the following guides to explain to students how to fill o ut these worksheets: Analyzing Primary Sources http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Pri mary_Sources.pdf Analyzing Sheet Music and Song Sheets http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_She et_Music_and_Song_Sheets.pdf Analyzing Sound Recordings http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Sou nd_Recordings.pdf

9:10

Closure/Wrap-Up/Review: Teachers will collect worksheets and ask students to share their thoughts, questions, or comments about the Library of Congress website with the clas s.

Self-Assessment: Teachers will ask students on an individual basis how comfortable they feel working with this website and whether they need any additional help. This discussio n will take place during the lesson period.