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School: Fort Collins High School Room #: M121 Content Area: Social Studies Title: Crusades Document Analysis
Lesson Idea/Topic and Rational/Relevance: What are In this lesson, students compare Christian and Muslim perspectives of the first crusade by analyzing
you going to teach and why is this lesson of importance different accounts of the siege of Jerusalem. There are two primary and one secondary accounts
to your students? How is it relevant to students of this students will read and discuss. We have been learning about the Middle Ages and have slowly been
age and background? Why are you teaching this lesson moving forward on the timeline, this includes the Crusades. It is an introduction to the crusades as a
now (what came before/what will come after)? What whole as students will watch a movie on King Richard the Lion-Hearted and the routes to Jerusalem.
teaching methods/strategies will you use and why?
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
1.Thehistoricalmethodofinquirytoaskquestions,evaluateprimaryandsecondarysources,criticallyanalyzeandinterpretdata,anddevelopinterpretationsdefendedby
evidencefromavarietyofprimaryandsecondarysources
PreparedGraduates:Developanunderstandingofhowpeopleview,construct,andinterprethistory
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
3.Whatifthehistoryofawarwastoldbythelosingside?
5.Howdohistoricalthinkersuseprimaryandsecondarysourcestoformulatehistoricalarguments?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)Using ABCD Objective
a.Evaluateahistoricalsourceforpointofviewandhistoricalcontext(DOK23)
b.Gatherandanalyzehistoricalinformation,includingcontradictorydata,fromavarietyofprimaryandsecondarysources,includingsourceslocatedontheInternet,tosupportor
rejecthypotheses
List of Assessments: (Note whether the assessment is formative or summative)
Document questions in the packet passed out, answered in complete sentences and for them to explain why reading the sources is important.
Closure Students finish weekly sheet, two things they learned during the lesson and then
Those actions or statements by a teacher that are complete a 3-sentence summary on the lecture notes. If you were having dinner with
designed to bring a lesson presentation to an your mom or dad and they asked you what you learned in history what would you say?
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation: Students who need modifications to the lesson work with Mr. Curran in separate groups.
Either an easier word search, poem, map activity but still try and get the information
Differentiation should be embedded from the chapter. These history classes are FC, so the majority of the class has an IEP
throughout your whole lesson!! and/or a 504. Accommodations are usually made before the class, but it is just lecture
This is to make sure you have met the and these notes will be available to them at all times before the final.
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis) Completing the worksheet of big idea. They will be handing in the document analysis and
How will you know if students met the learning map worksheet for myself to go through.
targets? Write a description of what you were
looking for in each assessment.
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)
2. What changes, omissions, or additions to the lesson would you make if you were to teach again?
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)