Hook Lesson: First Attempt

Wow... am I feeling overwhelmed. I didn't realize that this Hook lesson would make me feel so overwhelmed.  I guess I am beginning to realize how much I still need to do!  ACK!  I like this Hook Lesson because it is just an exploration using a primary document.  The students are just looking at an agenda from President Truman and drawing their own conclusions.  From that, and their prior knowledge we are creating a KWL chart that will be revisited throughout the whole entire unit.  Through the subsequent lessons (hopefully) many of their questions will be answered.  However, I know there is still a lot of work to be done on this lesson -- I didn't include any differentiation in this first draft, and need to work on the rubric.  Unfortunately, it won't happen tonight (sorry!, but I am teaching this Friday and Monday in the classroom -- want to do some prep work for that...).

Please let me know your honest feedback -- including if I need to start over.   Could we set up a Skype meeting for next Monday?  I am beginning to have some questions and would love to know to chat for a bit.  Thanks Dr. Duncan!

Now, without further ado... My Hook Lesson: First Attempt.

Title: A Day in the Life of the President

Time: 1 Lesson, 60 minutes

Grade Level: 5^th Grade

Subject: Social Studies

NCSCOS Connection:

Goal 2: The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.

Objective 2.01: Analyze major documents that formed the foundations of the American idea of constitutional government.

Objective 2.02: Describe the similarities and differences among the local, state, and national levels of government in the United States and explain their legislative, executive, and judicial functions.

Objective 2.03: Recognize how the United States government has changed over time.

Common Core Standards Connection:

5.C&G.1 Understand the development, structure and function of government in the United States.   

5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).

5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.

5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens. 

5.C&G.2.1 Understand the values and principles of a democratic republic.

5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of “common good” according to the United States Constitution (Bill of Rights).

5.C&G.2.4 Explain why civic participation is important in the United States.

Intended Outcomes

At the end of the lesson, students will be able to:

·          

Materials

·         SmartBoard

·         KWL Chart

·         Truman agenda page

Procedures:

I. Focus and Review (Establish prior knowledge): 10-15 min

·         Teacher and students work to create a KWL chart on the Presidency.

o   Begin by writing the word President on the board

o   Ask: “what do you know about the President?”

§  Ask: “What words come to mind when you think about the President?”

§  Ask: “Do other countries have Presidents?”

o   Ask: “What do you want to know about the President?”

§  Ask: “What do you wonder about?”

·         Teacher will explain that throughout this unit the students will be embarking on a journey where they learn all about the role of the President.  They will discuss if the country needs a president, what the president does, and even learn what the day of the president looks like.

II. Statement (Inform student of objectives): 1-2 min

“Today, my friends, we will discuss a going to look at President Truman’s agenda page from June 29, 1950.  This agenda page includes all of his meetings from that day.  From your exploration and discussion, we will begin to explore what the president is responsible for day-to-day.”

III. Teacher Input (present tasks, information, and guidance) 3-5 min

·         Pull up primary document from National American History Museum: http://americanhistory.si.edu/presidency/5a2c.html

·         Hand out to each student the Truman Agenda Worksheet (see Appendix A)

·         “All of you hold in your hands a primary source.  As we know from previous Social Studies classes, primary sources are original materials that help us understand history.  This primary source can also help us discover what the president does each day.

You now have a copy of President Truman’s agenda from June 29, 1950.  I want you to read over the agenda and discuss with your tables what you think President Truman did that day.  I will give you about 10 to 15 minutes to discuss with your group and then we will come back to discuss.  If you get stuck and can’t decide what he did, I will be around to help.  As well, look up words you don’t know in our dictionaries, and use your social studies book as reference.”

·         Ask: “Does anyone have any questions about what you are supposed to be doing?”

IV. Guided Practice (Elicit performance, provide assessment and feedback): 25-30 min.

·         Students are working at their tables to discuss President Truman’s Agenda.

·         Teacher is walking around to see how discussion is going.  Potential Questions to ask:

o   You look stumped.  Look at the titles of each of his visitors.  What do you think they were in charge of?  Why would they need to see President Truman?

o   A couple of times it says “off the record.”  What do you think that means?  Why would someone still note that there was a visit?

o   How many hours did he work? How many hours are we in school?  How many hours do your parents work?  How do these numbers compare?

o   Are there any breaks?  Any wholes?  How do you think the President filled his time?

·         Bring the class back together for a group discussion on their discoveries.

o   My friends, I heard so many great ideas as I was walking around.  We are now going to share our ideas together.  As you share your groups conclusions, remember to tell us WHY you think this is true.  I’m not so concerned about your being right or wrong today.  I want to hear what ideas you came up with.  Who wants to go first?

§  Ask: Who wants to share one of their conclusions?

§  Ask: How did your group arrive at that conclusion?

§  Ask: Does everyone agree?  Does anyone disagree?

o   As the students share ideas, write them up on the smartboard.  Save the document for future use and reference in coming lessons.

V. Closure (Plan for maintenance): 5-10 min

·         Great thinking today!  You all did a great job exploring President Truman’s agenda… who knew we could gather so much information from one sheet of someone’s planner.  I wonder what our planners would say about us?

·         Tomorrow we will continue our study of the President.  To help us on our journey, I am going to read a little bit out of the book The Presidency by Christine Taylor-Butler.  (Read chapter 2: What does the President do?).

VI. Independent Practice – Seatwork and Homework (Retention and transfer)

For this initial hook lesson, I would not have any independent practice.  As we move further into the unit they may have homework or days they may do independent work.  However, on this initial exploration day there is no independent work.

Assessment:

I would use the observational checklist (Appendix B) to informally assess students on the intended outcomes. 

Differentiation:

1.       Extension

2.       Additional Scaffolding

3.       English Language Learners

Resources:

http://americanhistory.si.edu/presidency/home.html

Appendix A: Truman Worksheet

NOTE: to be transcribed later (couldn’t copy and paste, and too tired to do it tonight)

Appendix B: Observational Checklist

NOTE: Will develop this weekend.

Essential Questions

Essential Questions are hard for me... mainly because I am not a big picture thinker.  I often see things in the "how are we going to get it done" manner -- you know, all of the details!  From Delaney's class to this one, it hasn't gotten any easier.  BUT, I am thankful for Figure 5.3 on page 120 of our Wiggins and McTighe.  It certainly made it easier to think of questions!

Explaination

1. What is the definition of presidency?
2. How does the president connected to the governor of a state? a mayor of a city?
3. Why do we need a president?

Interpretation 

1. How is the role of the president similar to the role of governor? 
2. How does the president's decisions affect me as a student?  Why does this matter?
3. Do we need a president?

Application

1. How can we affect the role of the president?
2. How does the president affect our standing with other countries in the world? specifically other Northern American countries? (NOTE: specifically asking about North America as that is part of NCSCOS).

Perspective

1. What are the strengths of the role of president as it is currently constructed in our Constitution and Amendments?  What are the limits of the role of president as it is currently constructed in our Constitution?
2. How would different political parties in our society change the role of President?

Empathy

1. How might George Washington feel about the role of president today?
2. What would it be like to walk in President Obama's shoes?

Self-Knowledge

1. What are my "blind spots" about how I rate a president as "good" or "bad"?
2. How are my views about the president shaped by my experiences?

As I review this list I cannot help but wonder -- have I grasped essential questions and how they should be "categorized."  Even with Figure 5.3 I sometimes think, "But, wait... can this be a X type of question?"  I guess I am saying that the lines seem sort of fuzzy between a couple of these categories.  For example, Interpretation can sometimes seem like Application... but only slightly.  And what about Perspective and Empathy?  Although not the same, they definitely have some overlap.  It is just hard -- or maybe I am making it hard because I want to be right and hate making mistakes.  But I will have to learn how to be wrong, making mistakes and asking for help when I need it. 

Thanks for any feedback you can give me!

Content Priorities

The following list is the result of my brainstorm about Presidency... and my attempt to break it down into what students should be familiar with, what the students should know and be able to do, and what my big ideas and enduring understandings are.  Before we get to the list I do have a couple of thoughts/concerns/questions:

1. My "Important to Know and Do" seems like a lot of recall, rather than higher-order thinking.  It may be that when I get to thinking through assessment (I know we are not there yet) I can frame questions and projects to be higher thinking while still assessing these facts/ideas/etc.  However, I am worried that they seem very basic.
2. Is this still too comprehensive?  There is so much to the presidency!  As I read through the NCSCOS for Grade 5 Social Studies and the Essential Standards I noticed that they want all the facets covered that I listed.  Again, I am just worried if this is too much to bite off in one unit?  Is it too much to look at the history of the presidency, the role of the president as it is today and even a few key historical figures of the presidency?  I am sure I can integrate even with a subject to cover all of this -- but still... Am I thinking too much right now?  
3. Have I missed the boat somewhere?  Because the presidency is so big, am I missing a key function or idea?  I still have more brainstorming I want to do, so maybe that will be revealed in time.

Ok.  Now onto my list, as a rough draft:
Worth Being Familiar with:

• who the current president is (Barak Obama)
• who the first president of the United State was (George Washington)
• other key presidents
• Abraham Lincoln
• John F. Kennedy
• FDR
• Thomas Jefferson
• John Adams
• the history of the presidential role (how it has changed)
• comparison to state governor, local mayor (similar & different)
• what other countries have presidents
• how they compare
• how does the president’s decision affect me (as a student)?
• democracy was not a new idea in 1776

Important to Know and Do:

• state clearly the president’s role as it is today
• understand what the president can & cannot do alone (checks & balances)
• ex: declare war
• enact a law
• identify founding fathers purpose for the President
• how the role works with state government
• voting is a right, it should be used
• at what age
• how a student can affect government

Big Ideas & Enduring Understandings:

• I can affect the government
• The president is not just figure head; the president is not the only one in charge.
• The president works with Congress and the Supreme Court to run the country.
• The presidency is evolving.

Do you have an additional thoughts for me?  I am also going to share my google doc with Professor Duncan and my Group so they can read along and share ideas as I continue to process through building this unit backwards, using Understanding by Design.

Thanks for any feedback!