Date: Tuesday, April 18, 2006  (lesson#4)

Course: American Cultures II                                              Unit:  The Cold War

Lesson: Primary Source Jigsaw - Containment             Grade level: 11th and 12th

Time Length:  Two 42-minute class periods

PDE Academic Standards: 1.1.12 H; 1.2.12 A, B; 1.6.12 A, B, C, D, E, F; 8.1.12 A, B, C, D; 8.3.12 A, B, C; 8.4.12 A, B, D; 7.2.12 B; 5.1.12 E; 5.3.12 A; 5.4.12 B, C, D, E

Objectives:

            -Students will practice critical thinking skills by interpreting primary sources through a step-by-step process in which they will have to find evidence to answer a structured set of questions.

            -Students will practice cooperative learning in groups in a situation that requires all group members to contribute.

            -Students will practice communication skills through group work

           

Materials:

            -Five sets of primary sources with questions, master copies for instructor

            -colored pieces of construction paper

            -questions for the second round

             

Anticipatory Set:            (3min)

“Once you have learned to ask questions - relevant and appropriate and substantial questions - you have learned how to learn and no one can keep you from learning whatever you want or need to know.

                                                            -Neill Postman and Charles Weingartner

 

“The truth is more important than the facts”

                                                                                    -Frank Lloyd Wright

Procedure:     

            -Students will be instructed to arrange themselves in groups of five, four for 6th period due to the number of students in the class.    (2min)

            -Each group of students will be given a different primary source and will be asked to analyze it and answer questions that the instructor had written for it.  (30min)

            -After each group has had sufficient time to analyze the source and finish the questions, the students will switch groups so that one person from each group is represented in the new groups. (colored paper or some other kind of marker will make this process less confusing) (3 min)  (A good time to do this would probably be the end of day #1)

            -Students will spend the remainder of day #2 analyzing the sources together and answering the second round of questions. (30 min)

            -If time allows, students will present their work to the class and a short discussion may follow if all groups came to the same conclusion on containment.

                                   

Closure, Summary:                  

            -Possible discussion on group conclusions            (10 min?)

 

Evaluation:

            -For this particular lesson, students will be evaluated on how well they work together in groups as well as the answers and conclusions they make on their second round of questions.  There may also be a question from this activity on the unit test.

           

Reflection:

            -I am very excited about this lesson as it will stretch their thinking skills, show them what history is really all about and make them work together all in the same lesson.  This is one of my favorite activities as it can be adjusted for almost any topic and allows me to expose them to a ton of information without making them read all of it individually.  The time allotted from three days to two may become an issue.