Debby+Lawson's+Lesson+Plan+3-D-1


 * __Documents, Data, and Cartoons Lesson Plan__ **

**Grade Level:** 4
 * Topic:** Presidents and First Ladies
 * Purpose:** Introduction of Primary Source Documents (Photographs) and Cartoons
 * Method:** SEA worksheet; whole group instruction, small group research and presentation
 * Demonstration of Learning:** Powerpoint presentation
 * Time:** Five 45-minute class periods (Introduction; SEA Chart; Additional Research and Chart Completion; Power point; Presentation)
 * Total student groups:** 7; Each group is assigned one president, and each group member analyzes one photograph or cartoon using SEA chart and worksheet

 ** 16.A.2b ** Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.  **B.** **Understand the development of significant political events.**  [] [] George Washington Thomas Jefferson Abraham Lincoln Ulysses S. Grant Theodore Roosevelt Woodrow Wilson Franklin D. Roosevelt
 * // Illinois //// State //// Standards: //**
 * STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. **
 * A. ****Apply the skills of historical analysis and interpretation **
 * 16.A.2c ** Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
 * 16.B.2d** Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.
 * E. Understand Illinois, United States and world environmental history. **
 *  16.E.2b ** Identify individuals and events in the development of the conservation move­ment including John Muir, Theodore Roosevelt and the creation of the National Park System.
 * // Period 1: Librarian will introduce the topic of primary resources, using several examples //**
 * // Students will be grouped for research by the classroom teacher; students will select their president as a team from the following list: //**
 * // Librarian will pre-select four documents, including at least one cartoon, for students to analyze. //**
 * // Period 2: Students will examine their primary source documents within their small groups and write down their observations/analyses on an SEA Chart.

Period 3: Students will do additional research as needed to complete analysis, then begin group power points to demonstrate their primary source analysis skills. //** Wow Debby! Very impressive! I'm curious about the time periods that you have to work with your students. Is it unusual for you to have 5 class periods with a class? I find that often teachers don't want to give up that much time from a class, is that the case for you?
 * // Periods 4: Students complete their group power points. The last slide in each group power point will ask classmates to answer a question about the selected President. //**
 * // Period 5: Students will present their power point presentations to their classmates and teachers. //**
 * // Assessment: Rubric //**
 * // Theodore Roosevelt: Three sample documents (photographs) and political cartoon source //**
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​Thanks. I have an easier time doing projects like this after the ISATS end mid-March. We usually work one week at a time, one classroom at a time, trying to find a period each day that we are both available (and can access the computer lab!) It's very difficult with pullouts and local assessments, and is much more difficult to do now than it was five years ago. However, I'm a firm believer in project-based learning, so I don't give up easily :)

​**Debby, I am impressed by your persistence to get teachers to buy into your projects! Way to go! I know that we are kind of selfish with our time with the students because we all have so much we need to cover. Your students will benefit from working cooperatively in this lesson and learning from each other. Good job on your activity. Jeanine**