Transcript File - Social Studies

ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Emma Owdom
History/Abraham Lincoln
4th Grade
Abraham Lincoln’s Life and Presidency
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Goals:
Students will understand the importance of Abraham Lincoln
during the Civil War.
Students will create a collage, music, display board, and a timeline,
and will present their ideas as well as debate their ideas.
Objectives:
Content/Knowledge:
Students will share their researched information with their
peers.
Process/Skills:
Students will create a collage that represents Lincoln’s
life.
Students will create a poster display board as well as a
song or jingle that reflects a time in Lincoln’s life.
Values/Dispositions:
Students will debate different aspects of Lincoln’s life as
well as events that occurred during his lifetime.
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Rationale:
Students should have a solid knowledge base on the Civil War time
period. It is important that students know about these events
because they effect our daily lives. Abraham Lincoln was from
Illinois, so students from Illinois should have a good background
knowledge on this president.
Standards:
State – Illinois Common Core or Learning Standards
16.A.2b Compare different stories about a historical figure or event and
analyze differences in the portrayals and perspectives they present.
16.B.2d (US) 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.
National – NCSS Themes
•
•
2. TIME, CONTINUITY, AND CHANGE
4. INDIVIDUAL DEVELOPMENT AND IDENTITY
Logical/Mathematical
Logical/Mathematical
•The entire class will be researching about
President Abraham Lincoln. The class will be
divided up into two groups. Each group will be
given different websites to research. Both
groups will cover the same content area,
however they will be written from different
view points. Each student will be given a
worksheet that has guiding questions for the
students to be able to take basic notes on
their own.
•Resources:
•Computers with internet access
•List of websites to search
•Guiding questions
•http://upload.wikimedia.org/wikipedia/commons/8/80/Abraham_Lincoln_O-116_by_Gardner,_1865-crop.png
Verbal/Linguistic
Verbal/Linguistic
•Students will get back into their groups that
they had formed during the
logical/mathematical section. Students will
share or present their information they had
researched with their group. Once all of the
students have presented, the group will
combine the main points into one document.
This will be used later on.
•Resources:
•Notes from research
•Desks arranges in circles,
or a grouping manor.
•https://empoweryourknowledgeandhappytrivia.files.wordpress.com/2014/09/abraham-lincolns-speech.jpg
Musical/Rhythmic
Musical/Rhythmic
•If Pandora Radio existed during Lincoln’s time, what type of
music would represent each of the parts of his life? The class
will be divided into new groups of 3-4 students. Each group
will be given a time period during Lincoln’s life (Childhood,
early adulthood, presidency, civil war, assassination). Each
group must find three songs that represent this time period,
as well as create an original song or jingle that corresponds
with the time period. Once the groups have their four songs
(three actual songs from any era, one original, all tie into
Lincoln’s life) they will present their material to the class.
After listening to the music, the presenting group must
explain why they chose the songs they chose and how each
relates to Lincoln’s life.
• Resources:
• Computer with internet access
• Recording device
• Musical instruments/tools to
create their own song
•http://20.media.tumblr.com/L9l7FfkMOpgcg4j8BcCFFM9Xo1_400.jpg
Visual/Spatial
Visual/Spatial
•Students will create a collage of pictures that
represent Lincoln’s life. Students will use
magazines, newspapers, and the internet to
find pictures and to glue them to their small
poster board (8.5X11inches).
•Resources:
•Magazines
•Newspapers
•Computer/tablet with internet
•Printer
•Scissors
•Glue
•Poster board (8.5inX11in)
•http://fineartamerica.com/images-simpleprint/images-medium/abraham-lincolnportrait-debra-hurd.jpg
Body/Kinesthetic
Body/Kinesthetic
•The Students will be put back in to their music groups.
Students will receive a slip of paper describing a fact from
Lincoln’s life. They must create a poster display with
information and pictures to describe this fact further. Once all
the groups are finished, they will participate in the gallery
tour. As small groups, students will walk around the room and
analyze the displays. Once the class is back together, the
students will have to create one large timeline display that
coordinates all of these life events/facts. The students will
decide where their original slips go after learning about the
different aspects of Lincoln’s life. The timeline will be in the
hallway for the other classes to view.
•Resources:
•Slips of event/fact about Lincoln
•Internet and printer access
•Poster displays
•Timer (for gallery tour)
•Hallway blank timeline
•http://www.americaslibrary.gov/assets/aa/lincoln/aa
_lincoln_youth_2_e.jpg
Interpersonal
Interpersonal
•Students will regroup with their research group from
the logical/mathematical section of the lesson.
Students will review their main points that they had
created during the verbal/linguistic section. Once both
groups have reviewed their information, the groups will
debate various aspects or events that happened to
Abraham Lincoln or during his lifetime. Each student is
required to speak at least twice during the debate.
•Resources:
•Individual and group notes from logical and verbal
sections.
•Timer (to keep talk time during debate even)
•https://evanleatherwood.files.wordpress.com/2012/02/800px-lincoln_debating_douglas.jpg
Intrapersonal
Intrapersonal
•Although there is a lot of group work done in
this lesson, many research and creation
portions are done individually. Students will
work independently during the research for
logical/mathematical when they initially learn
about Abraham Lincoln and for the
visual/spatial when they create their own
collage to represent Abraham Lincoln’s life.
•Resources:
•Computer/internet
•Printer
•Scissors
•Glue
•Poster board
•http://www.clipartbest.com/cliparts/dTr/eeB/dTreeBBnc.jpeg
Naturalistic
Naturalistic
•Students will visit Springfield, IL to go see the
Lincoln Museum. Students will be divided into
new groups and a tour guide will take them
throughout the museum. Students will be
given a fun fact/guide sheet. As they view
different artifacts at the museum, they will fill
out the questions on the fun facts sheet. This
connects with naturalistic because students
are out in the community learning from people
other than teachers and classmates.
•Resources:
•Bus
•GPS (map)
•Tickets/money for museum
•Fun fact/guide sheet.
•http://media-cdn.tripadvisor.com/media/photo-s/03/27/2b/fc/abraham-lincoln-presidential.jpg
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Visual Learning and Assessment:
Visual Learning, Assessment, and Online Resources:
Assessment:
1. Students will be assessed on their participation
during preparation for the class debate and the
class debate itself. Students will be assessed on
their creation of the collage, poster display,
explanation of music choice, and on their fun fact
sheet and behavior during the field trip. A rubric
will be used to assess each of these items.
Online Resources:
1. https://delicious.com/eowdom/tag_bundle/ETE%20335