Lesson Plan

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Name: Jessica Crady   Date: December 2, 2003      Age/Grade Level: _2^nd Grade

 Subject|: Social Studies      # of Students: 28   

 Major content: American History     Unit Title: 1^st Thanksgiving

 

ACTIONS—

Goals and Objectives-

1. Students will understand different perspectives of the first thanksgiving.
2. Students will learn how and why the first thanksgiving was celebrated.

Connections-

SS-E-2.2.1       All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

SS-E-4.3.1       Human populations gather in groups of different sizes and in different locations in the world.

SS-E-4.3.2       Humans usually settle where there are adequate resources to meet their needs (e.g., areas with water, fertile land, protected land, different modes of

transportation).

SS-E-4.4.1       People depend upon the physical environment for food, shelter, and clothing.

SS-E-4.4.1       People depend upon the physical environment for food, shelter, and clothing.

SS-E-4.4.2       People adapt to or modify the environment (e.g., produce food, build shelter, make clothing) to meet their needs.

SS-E-4.4.3       The physical environment both promotes and limits human activities (e.g., mountains as barriers or as protection, rivers used as boundaries or transportation routes).

SS-E-4.4.4       People may have different perspectives concerning the use of land (e.g., building developments, cutting down rain forest for farming).

SS-E-5.1.1       Accounts of historical events are influenced by the perceptions of people and passing of time.

Context-

Not only will this unit allow them to learn more about American History and satisfy the aforementioned objectives, but it will allow students to reflect and compare their own experiences with history.

Resources-

1. Props and costumes used to imitate pilgrims, Indians, etc.
2. Script for first thanksgiving feast.
3. Optional: Any other resources that might be necessary for different sized productions. (Example: microphones, lighting, etc.)

Procedures-

Students will need to learn the lines for their assigned parts.  It is also possible to make props and costuming their responsibility.  After preparation is complete, they will perform their production for classmates, parents, faculty, etc. 

Student Assessment-

See attached rubric.

IMPACT—

Reflection/Analysis of Teaching and Learning-

1. Were students prepared in a timely manner?
2. Did the audience react positively?
3. Did the students appear to have fun?

REFINEMENT—

Lesson Extension/Follow up: 

After the production, the students will discuss their characters’ perspectives in a reflective writing pieces.

Note:  All three sections (ACTION,  IMPACT AND REFINEMENT) should be included in your portfolio for review by each committee member.