Name: Yulia Bezriadina SPED 405 Carty Fall 2011

Content Area: Social Studies - History

Yulia Bezriadina Lesson Plan

Name: Perspectives in the Boston Massacre Class/Subject: Grades 7/8 Combined Classroom, Empires and Nations Date: March 8th, 2011 Student Objectives/Student Outcomes: 1. As a class, students will analyze a variety of sources on the Boston Massacre, including text, video, and images. 2. Students will compare and contrast the various perspectives involved in the Boston Massacre and be able to explain the differences and similarities within a class discussion.

Content Standards: 1.C.3a Use information to form, explain and support questions and predictions. 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.A.4b Compare competing historical interpretations of an event.

Materials/Resources/Technology: History of US: From Colonies to Country textbook Projector PowerPoint with images/video Computer with Internet access History Channel Video: (http://www.history.com/shows/america-the-story-of-us/videos/boston-massacre#boston-massacre) Picture 1: (http://www.earlyamerica.com/review/winter96/massacre.html) Picture 2: (http://historymatters.gmu.edu/mpimages/mp015.jpg)

Teachers Goals:

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Name: Yulia Bezriadina SPED 405 Carty Fall 2011

Content Area: Social Studies - History

To help students use a variety of sources, including text, video, and images, available to learn about a historical event. To guide the students through multiple perspectives of a singular event, The Boston Massacre.

Time: 8:35 AM Start of Class Teachers will ask students to which they prefer: reading, watching a video, or looking at a picture about an event and why. 8:37 AM Introduction of Lesson There are multiple resources we can use to learn about topics and events in history. Today we will utilize three different ways by reading an excerpt from our textbooks, watching a video clip, and comparing two pictures on the Boston Massacre. We will also be comparing perspectives on the Boston Massacre, and explaining the differences in views. These differing perspectives can influence the way we understand the Boston Massacre. 8:38 AM Lesson Instruction The teachers will call on two students to read pages 63-65 in their textbook aloud to the class. These pages describe the causes, people, and events of the Boston Massacre. The teachers will then ask the class the following questions for a class discussion: What were some of the causes of the Boston Massacre? Who was responsible for causing the clash between the British troops and colonists? What were the outcomes of the clash? After discussing the textbook account, the teachers will show a 3 minute video from the History Channel website on the Boston Massacre and compare this account of the Boston Massacre to the description in the textbook. This account in our textbook is one way to learn about the Boston Massacre. Now, we will watch a video from the History Channel website that also describes an account of the Boston Massacre. Pay attention to any differences or similarities between the textbook and video accounts. (8:53 AM) After the video, teachers will lead a discussion comparing the video to the textbook with the following questions: What are some similarities between the textbook and video descriptions? What are some differences between the textbook and video descriptions? How can these differences affect our interpretation of the Boston Massacre? Can one account influence your view or opinion of the Boston Massacre?

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Name: Yulia Bezriadina SPED 405 Carty Fall 2011

Content Area: Social Studies - History

(9:03 AM) Students will then look at two pictures of the Boston Massacre, one from the American point of view and the other from the British. The Boston Massacre (1770) image by Paul Revere shows the Colonists point of view and the Boston Massacre image (1868) shows the British point of view. Teachers will ask the students to take out a piece of paper and write down at least 4 differences between the paintings that show the difference between the American and British perspectives. Students will then share some of their examples with the class. Teachers will then ask the students the following questions: If you were to look at only one of the images, what would be your opinion of the Boston Massacre? In support of the colonists? British? How can these opposing images create biased views of the Boston Massacre?

9:13 AM Assessments/Checks for Understanding Questions posed to students throughout lesson instruction will be used to check understanding of material as well as engagement with the content. In addition, students written responses comparing and contrasting the images depicting the Boston Massacre will be used by the teachers to further measure student learning. 9:18 AM Closure/Wrap-Up/Review With todays technology and resources, there are multiple types of sources available to learn about historical events, such as the Boston Massacre. By looking at these differing sources, multiple perspectives and biases are evident. These biases can influence and alter the way we view events, leading to multiple perspectives. As historians, it is our job to view and analyze all perspectives in order to get a complete understanding of the historical event. 9:20AM Self-Assessment Teachers will gauge student learning by assessing their responses and interactions during the lesson. Teachers will also write down on the lesson plan sheet what went well and what could be improved on within the lesson.

Instructional Strategy and Accommodations Selection:

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Name: Yulia Bezriadina Content Area: Social Studies - History SPED 405 Carty Fall 2011 Brainstorming for Differentiation/Universal Design/Accommodations Student for whom plan is being made: _____Diego Brief Description of the lesson: Students will analyze 4 different accounts of the Boston Massacre (1 written, 3 visual), and compare/contrast the perspectives within them, as well as speculate on possible reasons for differences/similarities. or ___X__Marcus or ______Jenna or _______ Curtis

Directions: Complete the following four charts in preparation of your final Accommodations assignment. There may be some overlap between categories / charts. You may copy/paste and or indicate this by referencing the previous table (e.g. See table 1, row 3) Type directly in the chart. You may add or delete rows in the charts as needed by clicking on any cell in the chart in the row where you wish to add or delete rows and then going to Table in the top menu and then Insert or Delete.

Table One: Input Consider the following for what is being taught (What YOU are doing / presenting / facilitating) Aspect of the lesson that may need to be differentiated or accommodated Student characteristic(s) which may necessitate changes to the input of the lesson: Suggested Differentiation / Universal Design / Assistive Technology / Accommodation Explanation of how the previous suggestion will benefit the chosen student

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Name: Yulia Bezriadina Content Area: Social Studies - History SPED 405 Carty Fall 2011 The written texts used in the Marcus has low reading Simplified English versions lesson may be at too high of a comprehension abilities. of the readings as well as difficulty level for Marcus. multiple representations of material could assist Marcus in accessing this information. The presentation of perspectives on the Boston Massacre may need to be differentiated and to be made more explicit Marcus has difficulty taking on perspective as well as difficulty interpreting emotion and finding intent in text. A worksheet with leading questions, as well as checking in with the student to ensure understanding would be beneficial.

These accommodations will make comprehending the text easier for Marcus. It will also provide other ways for student to access information. This will scaffold the students ability to take on perspective in readings and will ensure learning is being achieved through a check in with the student.

Table Two: Output Consider the following for what the STUDENT is being asked to do during the lesson Aspect of the lesson that may need to be differentiated / accommodated or changed Student characteristic(s) which may necessitate changes to the output of the lesson: Suggested Differentiation / Universal Design / Assistive Technology / Accommodation Explanation of how the previous suggestion will benefit the chosen student

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Name: Yulia Bezriadina Content Area: Social Studies - History SPED 405 Carty Fall 2011 Being asked to identify Difficulty taking on A worksheet with leading perspectives. perspective. questions to scaffold this skill could assist Marcus in identifying perspectives.

Comprehending texts of higher difficulty.

Low reading comprehension levels.

Verbalizing/Answering Questions regarding perspective.

Difficulty discussing more than the obvious facts about a reading.

The above-mentioned worksheet as well as a simplified English version of the reading. The above scaffolding worksheet, and checking in with the student to ensure understanding could help Marcus provide answers to questions posed in class. A graphic organizer for the writing task and extended time to finish the task could assist Marcus with this task.

By scaffolding the skill in question and providing extra support for this task, a worksheet with leading questions can provide Marcus the support he needs to complete this task. Same as above. Also see Table 1 Row 1.

Completing writing task on differences and similarities in perspective.

Difficulty organizing writing and ideas without graphic organizer.

Same as above, and it will also allow the student to be on a more level playing field with his peers by being able to discuss the reading and ensure he has something to add to the discussion in class. By providing a visual aid for the student to help him organize his writing and allowing more time for organizing thoughts, the task is made more manageable and realistic in regards to Marcuss needs.

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Name: Yulia Bezriadina SPED 405 Carty Fall 2011 Table Three: Behavioral Support Consider aspects of the lesson that may affect student behavior (grouping / scheduling / timing / expectations / materials, etc) Aspect of the lesson that may need to be differentiated / accommodated or changed Class Discussion.

Content Area: Social Studies - History

Student characteristic(s) which may necessitate changes to the input of the lesson: Difficulty staying on task and participating in class discussions in meaningful way.

Suggested Differentiation / Universal Design / Assistive Technology / Accommodation A guided worksheet to scaffold this skill, and checking in with the student to check for understanding can help Marcus meaningfully participate in the class discussion.

Explanation of how the previous suggestion will benefit the chosen student The worksheet with leading questions caffolds students discussion abilities and provides a gradual release of responsibility. It also offers assistance and can be used as a resource by the student. The one-on-one check in ensures student understands the material and therefore has something to add to discussion.

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Name: Yulia Bezriadina Content Area: Social Studies - History SPED 405 Carty Fall 2011 A focus on writing. Difficulty focusing on writing An engaging graphic organizer assignments, especially when could help Marcus focus on his the student cannot make a writing task and successfully personal connection to writing complete it. task.

Changes in routine.

High noise levels.

The graphic organizer focuses the student on writing through an engaging visual aid, scaffolds Marcuss writing skills to reduce any possible frustration with task, and allows him to visualize verbal ideas. Marcus may sometimes have Explicit, written out routine for The written out routine for the negative reactions to changes in the day could alleviate potential day will help the student be routine negative reactions to changes in prepared for any changes to routine. the typical classroom routine, and reduce the possibility of frustration with any these changes. Marcus may sometimes have Placing student at the front Placing Marcus at the front of negative reactions to high noise of the class could help him the room will alleviate possible levels concentrate and reduce the distractions in the classroom. possibility of high noise levels. Instead of being distracted by students in between him and the board during presentation of material, Marcus will be able to concentrate more easily.

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Name: Yulia Bezriadina SPED 405 Carty Fall 2011 Table Four: Tests / Assessment / Evaluation Consider the following for the evaluation aspect(s) of the lesson Aspect of the lesson that may need to be differentiated / accommodated or changed Written responses.

Content Area: Social Studies - History

Verbal responses.

Student characteristic(s) which may necessitate changes to the input of the lesson: Difficulty completing writing tasks and connecting information from class with the task. Difficulty identifying perspectives, discussing more than the obvious facts, and discussing subjects not directly related to his life.

Suggested Differentiation / Universal Design / Assistive Technology / Accommodation See table 2, row 4.

Explanation of how the previous suggestion will benefit the chosen student See table 2, row 4.

See table 2, row 3.

See table 2, row 3.

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