Innovative Social Studies Lesson Review

Tapisserie de Bayeux, 1066-1082. Public Domain.

Innovative Social Studies Lesson Review

Introduction

       As the title suggests, the following is a review of an innovative social studies lesson plan.  This review will consist of two parts.  First, I will provide a template that address the lesson plan I have selected.  This template identifies and explains details of the lesson, along with providing answers to critical questions regarding its content.  Following my observations of the template specifically I will address its implications for the construction of my social studies unit plan collaborative project in general.  This will include tying in the content of the lesson plan to the 'big ideas' of the unit.  Finally, it will also include a reflection as to the value of my work in general and how I propose my work should be assessed.

Lesson Plan Review and Applicable Template

Amandajm. Leeds Castle, Kent, England. 2006.

       The following template will provide a review of lesson plan by Kirsten Rooks, earth and life science teacher, Ivey Leaf School, Philadelphia, Pennsylvania.  Her lesson plan is called "The Middle Ages" and the URL for the lesson plan can be found here: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-middle-ages.cfm

Innovative Social Studies Lesson Review

Name / Class section	Corey Padgett – 8P10 – Thursday 5 – 8 “The Middle Ages” (Lesson Plan)
Grade Level / Strand	Grade 4 – Heritage and Identity
Topic	World History/Early Societies
Overall Expectation	Taken from “The Middle Ages” lesson plan: “Students will understand the following: 1. We learn about people from long ago by reading records, such as diaries, that they left behind. 2. In medieval times, only the wealthiest people—the lords, knights, and ladies—were able to read and write.” Social Studies Ontario Curriculum, grade 4: “A1. Application: compare key aspects of life in a few early societies (3000 BCE–1500 CE), each from a different region and era and representing a different culture, and describe some key similarities and differences between these early societies and present-day Canadian society.”
Related Concept of Social Studies, Historical or Geographic Thinking	Social and political organizations and hierarchies, ancient technology, historical events, social interactions and educational practices.
Big Idea	Social Studies Grade 1 – 6 Ontario Curriculum, grade 4: “By studying the past, we can better understand the present.”
Framing Question to Foster Inquiry	Taken from “The Middle Ages” lesson plan: “1. The majority of the people who lived in the Middle Ages were peasants—poor, uneducated laborers who farmed the lord's land and had to give him much of the food. Under the system of feudalism, they belonged to the lord and were not free to leave the land. They were allowed to keep some of the food they grew, and they were protected against attackers by the lord's knights. List the good and the bad aspects of this system and discuss how this system could have been changed to be fairer to the peasants. 2. Discuss how the Crusades helped lead to the end of the Medieval Period, or Dark Ages, and the beginning of the Renaissance. Focus on what items and knowledge the crusaders brought back from the Holy Land. 3. Would you like to live in a castle? What are some of the advantages and disadvantages of living in a castle? Compare castles with modern homes. Describe the "defense" features of the modern home. 4. Discuss how you could improve on the castle using modern technology. How would you improve its defense systems? How would you improve its basic comfort and convenience level? 5. How do the lives of medieval women compare to the lives of modern women? Which jobs and activities are similar? Which jobs and activities are different?” My suggestions: 1.      What problems do you think might arise in a society if only a limited number of the population can read or write? 2.      What parts of this society are similar or different to our current society? 3.      What responsibilities did a king or queen have to their subjects? 4.      What responsibilities did peasants have to their king or queen? 5.      What were the greatest inventions during this period? 6.      Who were the most important people during this period?
Knowledge & Skills Categories Addressed	Responsibility and Independent Work
Assessment Strategies	Taken from: “The Middle Ages” lesson plan “Evaluation             You can evaluate your students' diaries using the following three-point rubric: Three points: two clearly written, detailed entries; error-free grammar, usage, and mechanics; carefully decorated cover Two points: two clearly written, detailed entries; some errors in grammar, usage, and mechanics; carelessly decorated cover One point: entries not clear or detailed; many errors in grammar, usage, and mechanics; carelessly decorated cover You can ask students to contribute to the assessment rubric by deciding on a minimum number of details to be included in the entries.”
Materials & Resources	Taken from “The Middle Ages” lesson plan: “For this lesson, you will need: •          Colored paper •          Markers •          Glitter glue •          Paper fasteners”
Lesson Description (Describe what will take place during this lesson)
According to the lesson plan “The Middle Ages” students are required to write two diary entries from the perspective of a lord, knight, or lady of a royal court.  Students are required to discuss particular content relevant to the time period such as their daily lives in the castle, entertainment, romance, and war.  They are also required to decorate their work including the design of a family crest or a coat of arms.
Concepts Addressed
What Concepts of Disciplinary Thinking are addressed in this lesson?	Social Studies grade 1 – 6 Ontario Curriculum, page 7: “developing an understanding of the diversity within local, national, and global communities, both past and present” and “developing the personal attributes that foster curiosity and the skills that enable them to investigate developments, events, and issues.”
Where does this activity fit within the Citizenship Framework?	Social Studies grad 1 – 6 Ontario Curriculum, page 10: “Identity: Consider and respect others’ perspectives; Investigate moral and ethical dimensions and developments, events, and issues” and “Structures: Develop an understanding of how political, economic, and social institutions affect their lives”.
How is this lesson connected to current events and issues?	In my opinion this lesson connects to current issues in two general ways.  First, it helps to identify social and political hierarchies that are established by means of wealth, power, and privilege.  The latter three concepts and phenomena still have significant influence on social institutions and political policy to this day.  Second, the lesson helps to instruct students on the power and influence of information.  As students learn in the activity, only certain people from the Middle Ages were educated and therefore only an elite class could read or write.  This empowerment meant that the educated class of ruling elites had a great advantage over the less educated peasant class.  This granted them a strong influence over propaganda, political affairs, communication, and religious institutions.  In current society the power of information and the influence of education is still significant.  For example, social media is notorious for its ability to influence political and social policy.  Further, current trends in society show a growing requirement for education to obtain employment in desirable work.
Note whether this lesson provides an opportunity for field study?	I think this lesson could provide opportunity for field study.  However, I think that this opportunity would be contingent on the availability of museums and other resource centers that provide information on Middle Age societies.  Such resources could allow students to explore some of the artifacts related to a particular era of study.  They might also provide some visual representations or models of Middle Age societies relating to social living, institutions structures, and economic functions or relationships.  It might also be possible to visit a ‘medieval city’ were the lives and society of Middle Age people are re-enacted for visitors.  In this latter scenario students could be asked to record their observations of Middle Age life for various ends, depending on the assigned project.
What are the opportunities for cross-curricular and integrated learning?	For this lesson I see two cross-curricular applications that stand out to me.  The first would be to integrate the curriculum with Language.  Since the project involves writing two diary entries students could easily be assessed using the Writing strand.  Also, the project requires that students design a cover page for their dairy and design a coat of arms.  This could be integrated with the Arts curriculum and the Visual Arts strand.
Note whether this lesson provides an opportunity to integrate environmental education?	On the face of it this lesson does not incorporate environmental education.  However, with some alterations I think that it would be possible.  For example, students could be required to write a dairy entry that speaks about some of the difficulties facing farmers of the day (for example, poor crop yield, famines, lack of modern farming technology, etc.) or they could write about how the geography of the land has effected their society both positively or negatively (for example, if their society is close to an ocean or sea commerce might be strengthen, if their society is surrounded by mountains commerce might be effected negatively, if their society is far to the north or south cold weather might require greater preparation for the winter, etc.).
Note whether this lesson provides an opportunity to address healthy relationships?	I believe this lesson does provide an opportunity to address healthy relationships.  This is most apparent through the nature of the assignment were students are asked to take on the perspective of a privileged person from the era.  Students could be asked to reflect on fairness of education for some people and not for others in their imagined society.  They could also be asked to reflect on their thoughts as to what kinds of relationships and attitudes might develop between those that are highly educated and those without education.
Note whether this lesson provides an opportunity to address equity and inclusive education?	This lesson does provide an opportunity to address equity and inclusive education.  In particular, the lesson requires students to analyze Middle Age culture from a critical perspective.  Since students are taking on an elite and educated perspective from the Middle Age period they can have the opportunity to analyze privilege and its influence over society.  In contrast to this, students are able to see how a lack of education disempowered the peasant class making their struggle for equity extremely challenging. Note: In the pedagogical sense – for example, students requiring accommodations – “The Middle Age” lesson plan states: “Adaptations: Let students create visual diaries. Rather than writing, let them draw detailed pictures of the topics listed in the brainstorming session.” However, personally, I would prefer students with IEPs for writing to engage in some form of writing, for example, providing them with modified graphic organizers that provides prompts, etc.
Note whether this lesson provides an opportunity to integrate financial literacy?	I do not think this lesson offers the opportunity to incorporate financial literacy.  However, I do believe that with some modifications it could do so.  For example, students could be required to write a dairy entry from the perspective of a lord that is managing their realm.  It could address issues of granting land for peasants to work on and the subsequent payments they would be require to provide for using the land.  It could also address issues such as taxation and what projects the taxes might be used towards.
Note whether this lesson provides an opportunity to address 21st century skills (critical thinking, communication, collaboration, ICT)?	I think this lesson provides the opportunity to address Twenty-First Century skills in one significant way. That is, it teaches students about adapting to different perspectives.  Since students live in a globally connected world it is necessary for them to comprehend that different societies and cultures understand and approach the world from different points of belief, necessity, and experience.  Understanding how to empathise with various perspectives in this manner is a crucial skill for adapting to a multicultural and globally interconnected world were they encounter such diversity in their everyday life.
Lesson Review (Provide a rational for why this lesson should be considered innovative)
I believe that this lesson plan should be considered innovated for two reasons.  First, I think this lesson plan lesson plan is prolifically flexible.  It provides a framework that is detailed enough to give a general outline for a particular lesson while simultaneously it can be manipulated to fit various curriculum requirements.  One way this could be achieved is by expanding and altering the requirements of the diary assignment.  For example, students might be placed in small groups were they are asked to take on role of a particular class from a Middle Age society.  Each group is assigned a perspective from a social class – royalty, nobility, clergy, and peasants.  Each group must research their class and find out about their roles in society (a graphic organizer might be used to help guide student research towards a particular end – for instance: financial literacy, responsibilities or obligations, dwellings and habitats, etc.).  With this information each group must collaborate to write a letter to one other class assigned at random.  This letter will contain requests or grievances addressed to that class and will include reasons for these demands.  After each group reads the letter that has been sent to them they are required to write a letter back to the senders.  Students will be asked to respond to their letter by putting themselves in the perspectives they have been assigned. This project might be followed up with a consolidation assignment were students reflect in their journals as whether or not they are satisfied with the response they received to the letters they had sent.  It can be seen that with a slight alternation of The Middle Ages lesson plan this assignment can be adjusted to create a complex and engaging project for students.  The altered project I have suggest incorporates both collaborative and independent work. It also incorporates critical thinking and problem solving skills.  Significantly, it introduces students to negotiating and justifying demands and requests.  All of these factors demonstrate the benefits of flexibility that The Middle Ages lesson plan can offer.  I have provided just one detailed example here, but with some thoughtful application this lesson plan could be adapted to suit the curriculum needs for most instructors. The second reason I believe this lesson plan is innovative is it provides students with the opportunity to develop historical perspective.  This latter skill is important because it offers students insight into how people from different societies and eras had different priorities and responsibilities.  By furthering their understanding of these historical and cultural obligations students are able to develop a more holistic understanding of history.  This might include a better comprehension for as to why particular people or classes acted in certain ways that may seem strange from the standpoint of modern people.  It might also help to inform students as to how current societies and institutions in the world have developed into their current form.  Perhaps most importantly, by developing an understanding for historical perspectives students are better able to empathise with people and cultures specifically, and with an historical era in general.  Therefore, this learning activity helps to foster a better appreciation for history and for historical development.  Engaging in an historical perspective provides students with a deeper understanding for their own privileged positions in modernity, especially when considering the difficulties facing people in the past as compared to the present.  This ties in neatly with one of the big ideas from the Social Science Ontario Curriculum for grade four (page 96), that states students should learn that “By studying the past, we can better understand the present.”  In my opinion, one of the best ways of achieving this understanding is through the adoption and exploration of an informed historical perspective.

Unit Plan Goals and Big Idea

       While unfortunately my group for the Unit Plan project has yet to develop a Big Idea, I do think that one Big Idea from the Social Science Curriculum that I have mentioned above is applicable to our unit.  That Big Idea is: "By studying the past, we can better understand the present."  I think that this Big Idea would work for our unit plan because it can be easily adapted to fit a variety of criteria.  One obvious way to do so is by making comparisons.  For instance, compare government structures of the past with current government structures.  Similar comparisons could be made with technology, taxation, dwellings, the role of religion in society, geographic planning of cities, availability of resources, and much else.  While comparisons are a convenient way to highlight differences and similarities between historical eras, it also possible to delve deeper by demonstrating to students the continuity of history.  More specifically, to show students how particular events in the past have influenced and shaped our current society.  This kind of demonstration requires an analysis of facts and significant historical events.  For example, how the Magna Carta influenced the idea that no person is above the law and the due process of law.  Or, to take another example, how Ancient Greek democracy and the Roman Republic governments were adapted by modern societies to form the current style of Canadian and similar governments.  In my view, these kinds of deeper questions require thoughtful reflection and rigorous understanding to be fully appreciated.  Therefore, focusing on one or two of these major events and their subsequent historical influence may be the way forward for organizing our unit plan.  One reason for this is the importance of not overloading students with too much information.  In my view, it is better to have a thorough understanding of a particular historical quality than to have a partial understanding of a large quantity of history.  The former is focused and rigorous, while the latter is fragmented and disorganized.  I believe that the concepts I have mentioned will lend focus to our unit planning and organization if implemented collaboratively.

Self Evaluation

       In my opinion the above assignment is worth a level 1 or an 'A'.  I think this is true for several reasons.  First, I believe this assignment meets all the success criteria outlined in the project requirements.  Further, I believe that I have surpassed these expectations in various of ways.  One way I have done this is by expanding on the content of the lesson plan I examined in a creative and rigorous fashion.  I have provided an examination of this lesson plan's strengths, but I have also explained how it can be altered to fit variety criteria and learning goals for students.  I have also made sure that this project has been presented comprehensively by making sure its contents have been delivered clearly and thoroughly.