1. Topic-
Introduction to History
2. Content-
Terms, Tools, and Importance of History.
Key vocabulary includes " History, archaeology, artifact, fossil, perspective, bias, credibility, chronology, relative chronology, absolute chronology, Compass, Compass Rose, coordinates, scale, key, map projection, map distortion, globe, longitude, latitude, scale, Absolute Location, Relative Location.
3. Goals: Aims/Outcomes-
At the end of this course the students should be able to:
1.Construct and interpret a historical time line

2.Give examples of primary and secondary sources

3.Identify symbols on a map

4.Be able to determine distance on a map using distance scale

5.Be able to locate absolute location using longitude and latitude

6. Define:
4. Objectives-
1. Describe the Study of History
2. Explain the importance of history
3. Identify Tools used to study history
4. Analyze and create timelines
5. Differentiate between a primary and secondary source
6. Determine the credibility of a source and its author
7. Analyze and understand bias and perspective as it relates to point of view in primary sources
8. Evaluate primary sources by identifying the main idea
9. Differentiate between absolute and relative chronology
10. Explore ways eras and periods are used to categorize and understand historical time and events
11. Use sequencing skills to interpret and construct historical timelines
12. Use map skills to interpret different types of maps
13. Identify important features of a map
14. Understand the difference between absolute and relative location
15. Use latitude and longitude to determine absolute location
16. Use scale to determine distance
5. Materials and Aids-
Teacher " Whiteboard, computer, projector, PowerPoint, remote pointer/controller, lecture notes handouts, map and/or globe

Student " Notebooks, pen or pencil, ruler or protractor
6. Procedures/Methods-

A. Introduction-

Good morning ladies and gentlemen, boys and girls. I often say "guys" because that is how everyone refers to each other in Southern California, where I spent a great deal of time, and the term sticks, so please don't be offended when I use this generic term. California as we know is out west. It borders several states and the Pacific Ocean. While it is one of the furthest western most states in our country it is not the oldest in our history. We'll discuss the reasons why later, and in later lessons.
This Lesson will reintroduce you to the study of history, by bringing about terms, specific tools, and other information that may not readily come to you in specific definition. This introduction, or reintroduction, to history should make it easier for you to better understand what you will be studying in history as we move forward and help you to put certain historical issues into perspective. Within this lesson we will explore a mini lesson about events leading up to the signing of the Declaration of Independence at the beginning of the American Revolution. This mini lesson will be utilized to test your ability to remember details, explore note-taking strategies, and perform a task related to the study of history.

B. Development-

1.Students,will be guided in learning ways to recall longitude and Latitude

2.The teacher will explain the importance of understanding the Geographic makeup of the world as it pertains to history by discussing their knowledge of the United States and the World as a whole
3.The teacher will demonstrate the proper way to create a timeline, and the difference between analyzing Absolute and Relative Chronology

C. Practice-

1. The students will have input into the creation of a sequence (how to tie shoe laces)
2.The students will create a Chronology of events (choices to be determined)
3.The students will share information about their past and plans for the future

D. Independent Practice-

1.Students will create a short 4 - 5 segment timeline
2.Students will be called upon to answer questions to be recalled
3.Students will define one of key terms of their choice, or the choice of the teacher

E. Accommodations (Differentiated Instruction)-

To be addressed on an individual basis with the assistance and suggestions of the guidance counselor(s) input or any IEP.

1.Specific needs regarding extended time when taking tests
2.Preferred seating, or physical restrictions
3.Any other requirements based on 504 requirements

F. Checking for understanding-

1. There will be 20 question quiz at the end of this assignment
2.Students MUST pass the quiz with 75% or greater, or additional written assignments will be given
3.Quiz grades will be handed back to students with a brief note regarding their knowledge of the subject matter.

G. Closure-

1.The teacher will post the average class grade with the top grade and low grade (no information on students)
2.The students will be offered tutoring sessions if anyone feels the need to have more instruction
7. Evaluation-
1.Student who complete the course and score 75% or greater on the quiz will be considered to have a mastery level of ability in the study of history and be allowed to move on to the next lessons available
2.Those who are required to complete written work due to low grade will be evaluated pending the grading of the additional work.
8. Teacher Reflection-
To be completed at the end of the lesson.

This Lesson Plan is available at (www.teacherjet.com)