1. Topic-
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2. Content-
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Salem witch trials, duration: 2-3 class periods |
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3. Goals: Aims/Outcomes-
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-Understand 17th century New England prosecuted for witchcraft
-Discuss allegations that convicted witches
-Understand what took place at the trials and what the consequences
were. |
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4. Objectives-
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TLW play a role in a witch trial helping the class as a whole come
to a verdict if the victim is guilty or not guilty of being a witch
and why. |
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5. Materials and Aids-
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Rearrangement of the classroom |
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6. Procedures/Methods-
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A. Introduction-
-Brainstorm
-Have they ever heard of the Salem witch trials?
-If so what do they know about it? |
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B. Development-
-Read about various accounts of witch trials
-Discuss the witch trials as a class
-Assign roles to students for in class trial
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C. Practice-
-Have them break off into groups according to their role: jury,
defendant, victim, judge, witnesses, etc.
-In groups give them their objective and have them discuss what their
role should be like |
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D. Independent Practice-
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E. Accommodations (Differentiated Instruction)-
-Make sure there are several allegedly accused people, witnesses,
etc.
-switch up the roles if need be
-Have two short trials; one being guilty and one being not guilty |
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F. Checking for understanding-
-Did the trial go as planned?
-Were the reasons for the verdict in accordance with actual Salem
witch trials? |
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G. Closure-
Wrap-up class discussion about the trial |
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7. Evaluation-
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Graded according to the following rubric:
CATEGORY 4 3 2 1
Role Point-of-view, arguments, and solutions proposed were consistently
in character. Point-of-view, arguments, and solutions proposed were
often in character. Point-of-view, arguments, and solutions proposed
were sometimes in character. Point-of-view, arguments, and solutions
proposed were rarely in character.
Historical Accuracy All historical information appeared to be accurate
and in chronological order. Almost all historical information appeared
to be accurate and in chronological order. Most of the historical
information was accurate and in chronological order. Very little of
the historical information was accurate and/or in chronological order.
Required Elements Student included more information than was required.
Student included all information that was required. Student included
most information that was required. Student included less information
than was required.
Knowledge Gained Can clearly explain several ways in which his character
"saw" things differently than other characters and can clearly explain
why. Can clearly explain several ways in which his character "saw"
things differently than other characters. Can clearly explain one
way in which his character "saw" things differently than other characters.
Cannot explain one way in which his character "saw" things differently
than other characters.
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