NOTE: The template contains your standard full lesson plan format. this is not a full lesson plan, rather it is a mini-lesson designed to introduce your unit topic (think of it as one long intorductory activity). You do not need an intro for the intro. Please disregard the introductory activity component on the template. Complete all other requirements as laid out. Create and demonstrate a lesson using the arts (e.g., painting, poetry, music) that could be used in a secondary Social Studies classroom that aligns with a big idea and essential question for your unit.
This presentation will include background information on the particular work (eg. sourcing: where was art created? Who created the art? Any vital/relevant information about the artist & art piece), how it represents the time period (eg. contextualization: What is the relevance of this art? How does it facilitate understanding of the time period/topic being studied? What is the significance of this art to the time period?), and discuss the ways in which art does/not reflect/refract important historical phenomena (eg. corroboration: To what extent does this art reliably or accurately depict said historical events? Can the artist be trusted? What is the artist “bias”? Is the art more a reflection of what happened or the artist?). For this assignment you will: Generate the lesson plan and front matter using the provided template
Unit Plan Outline
Central Focus Narrative: Early Civilization Origins. Student will understand the beginning of history and human origins prior to civilization.
Big Idea 1: Human settlement from the Neolithic Era
Big Idea 2: The development of agriculture in the Neolithic era
Essential Question 1: How would agriculture be today if Neolithic revolution never happened?
Essential Question 2: Would men still be living in caves today in the event there was no Neolithic revolution?
Essential Question 3: Did the Neolithic era have an impact on how human life works today?
Historic Theme(s): Agricultural Revolution and Early settlements
Key Concepts & Skills: Historical Thinking skills, Concepts: Conflict, migration, continuity and change, innovation and technology, Geographic tools, Conflict and compromise, quality of life, Cultural expression. Academic Vocabulary: Nomad, Migration, Hunter, Gatherer, Artifacts, Prehistory, Pictograms, Homo sapiens, Domestication, Dwelling, Innovation, Language
|NCES||Lesson Objective (abbreviated description)||BI1||BI2||EQ1||EQ2||EQ3|
|1)||W. H.1. 2||Understand the Neolithic era in depth and clarity, focusing on the development made by those who lived in that period.||Yes||Yes||Yes||Yes|
|2)||W.H.1. 2||Absorb knowledge on how the early people lived, and the beginning of shelter construction for human living.||Yes||Yes|
|3)||W.H.1 .1||Comprehend the human developments in history to date, and how they have played a hand in today’s human life.||Yes||Yes||Yes||Yes|
|4)||W H.1. 3||Make sense of the pattern created by history to initiate what can be deemed the future of mankind (how people live today).||Yes||Yes||Yes||Yes|
|5)||W H.1. 3||Understand the concepts of agriculture in history and how they have impacted the current world.||Yes||Yes||Yes|
1. To evaluate patterns of early human settlement to the physical geography of settled regions
In this objective, learners are supposed to demonstrate their understanding of early human settlement and how that related to the physical geography of the areas that people settled.
2. To analyze the impact of Neolithic Revolution and how it changed people from hunters and gatherers to permanent civilizations
In this objective, the learners are supposed to illustrate their understanding of the Neolithic Revolution as well as illustrate how the period changed people’s lives.
3. To determine the reasons people in the Neolithic Era started agriculture and the way agriculture changed their lives.
This objective seeks to assess the learner’s understanding of the development of agriculture during the Neolithic Era as well as the impact of agriculture on the lives of the people.
HEADER INFORMATION (name, etc-APA style)
(insert ART here along with reference information. You may provide just the URL if applicable)
For the purposes of this assignment, art may mean: painting, photo, song, fictional literature, sculpture, poetry, music
Standard(s) – NCES, CC Anchor Standards
In this section, write a brief background introduction to your selection by classifying your art, sourcing the piece (author, relevant background information on the author, relevant bias), and identify its significance to the historical time period associated with the art. Include in this section a brief explanation of why you chose this piece.
Treat this narrative as a ½ page (100-200 words max), single spaced excerpt you would handout to your class.
Ex. ARTIST’S BIOGRAPHY
INFORMATION ABOUT THE PHOTOGRAPH
Information about the piece of art and relevant facts of the time period that facilitate understanding of the piece. Contextualize your art in its historical period. – Again treat this as a brief narrative (50-100 words) you would handout to the students for them to read and explore.
List any materials students will need for this lesson, including any applications or links to lesson materials.
Identify your opening activity (should be no more than 5-7 minutes of classtime) that will introduce students to the days lesson and prepare them for their learning activities. This is also sometimes called a bell ringer or introductory activity.
REMINDER: For each lesson, create an outline/sequence list that details what you and the students will do. I should be able to clearly envision what will take place in the classroom based on your description.
Include attachments and appropriate links here
In this section you must either
- Attach any graphic organizers for this lesson, primary source documents you will be using, images that you will use here.
- Reference the appendix of lesson attachments associated with this lesson. If you choose this option, all lesson attachments should be in sequential order in one appendix at the end of this document. (this would be Appendix A)
Identify work on which students will be assessed. Identify grading method and include any rubrics you intend on using for grading. Rubrics may be included at the end of the documents as Appendix B.
Identify questions that you will ask students about this art piece during the lesson. Be sure to include both lower order and higher order thinking questions that align to the standards you have selected AND make sure that you demonstrate the use of historical thinking and media literacy questions.