1. Topic-
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2. Content-
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| statehood, slavery, French and Indian War, revolutionary war, slave
owners |
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3. Goals: Aims/Outcomes-
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1.Students to see through a virtual fieldtrip what life looked like
pre-statehood.
2.A virtual fieldtrip on natural resources that made jobs after statehood. |
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4. Objectives-
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1.To create a timeline of the events that occurred to help us become
a state.
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5. Materials and Aids-
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| paper, pencils, smartboard, markers, |
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6. Procedures/Methods-
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A. Introduction-
1.Take a virtual tour of Michigan and its geography from in an airplane.
2. While looking at the way Michigan looks we can discuss what they
see and I will tell them that it was much different a long time ago.
3. I will then say "Can you believe it at one time Michigan wasn't
even considered a state." Gasp |
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B. Development-
1.I will have my students take an informal pretest in such as they
will write down what they think happened to help us become a state.
2.We will read the chapters in the social studies book that discusses
this. We will then really dissect the elements to really understand
the text.
3. Go on our virtual field trip to Detroit historical museum.
4. discuss time line of when Michigan became a state. |
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C. Practice-
1. Students break into groups and come up with 2 consecutive events
that happened leading upto statehood.
2. Then the groups share out to the rest of the class and we as a
class discuss the importance.
3. The students are all taking notes during this time. |
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D. Independent Practice-
1.Students then create a timeline of the events leading upto statehood.
This can be on computer, through a movie or on index cards.
2.They must have at least 10 events in their time line.
3. A rubric will be given to show what is expected.
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E. Accommodations (Differentiated Instruction)-
1. I will have important dates listed for friends who are having
trouble.
2. Some of my friends will only have to come up with 4 or 5 events
and put them in sequential order.
3. I have 2 friends that will need me to have the cards already made
for them with the important info and they can look for the date that
it happened and then place in sequential order. |
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F. Checking for understanding-
The timelines that they turned in will tell if they understand what
the events were that led up to becoming a state.
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G. Closure-
Students can share their timelines and discuss the importance of
the few events.
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7. Evaluation-
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| Compare the pretest of what they thought the reason were to becoming
a state to their time lines to see if progress was made. |
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8. Teacher Reflection-
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| Evaluate the engagement and progress that was made throughout this
lesson. |
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