Title: Thomas Jefferson’s Expectations
Descriptive Subtitle: Thomas Jefferson’s Point of View on the Importance of Education
Grade level: high school (9-12)
Topic/subject: Primary Documents & Jefferson Writings
Tags: primary source documents, generation, expectations, education
Name: Samantha Westerdale
School: Rangeview High School, Aurora CO
School Address (opt): 17599 E Iliff Avenue
Duration: 58 minutes
Overview: Using Jefferson quotes and primary and secondary sources, this lesson focuses on the importance of education and why we need to value education today. The goal of the lesson is to motivate students to be constant learners, and demonstrate how that value has never really faded away from history.
Prior knowledge: Students have not reviewed Colonial history since the 8th grade, and this course is for 10th grade focusing on the Civil War through the early 2000’s. There is prior knowledge of the first presidents, The Constitution, and The Declaration of Independence, but students could use a refresher on Founding Fathers.
Colorado Academic Standards: http://www2.cde.state.co.us/scripts/allstandards/costandards.asp?glid=15&stid2=8&glid2=0
Standard 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence.
Evidence Outcome: Evaluate a historical source for point of view and historical context (Depth Of Knowledge 2-3)
Anticipatory Set (How to begin the lesson – 10 minutes)
a) Display Learner Outcome and question below to students on board. Each student has a notebook that they write down the learner outcome each day.. (4 minutes)
b) Students will use a Google Form where they are to select 3 quotes which feel the most like them in regards to their education. If students don’t feel like any of the quotes feel like them, have them pick 3 quotes they want to know more about. (6 minutes)
Middle (What is the meat of the lesson? – 30 minutes, 5 extra minutes if need be)
a) Students will be given 2 handouts, one with primary sources by Jefferson letters along with a graphic organizer. (modified available) Primary sources include excerpt from a bill and 2 letters. Other handout is a graphic organizer. (5 minutes)
b) Students will continue to work on their graphic organizer with another individual. (12 minutes)
c) Teacher will work with whole class by displaying Source 3 on the board and work together as a group to analyze. (5 minutes)
d) Students will share with A/B partners (8 minutes)
Close (How will you close the lesson – 10 minutes)
a) Students will begin their assessment by creating a Claim, Evidence & Argument to the prompt: Why did Thomas Jefferson hold such high expectations for citizens and their education?
*As an option/spare time – Show the importance of education to history with John Hemings letter to Septimia Randolph.
Materials: list any primary sources, images, handouts, videos, websites, technology needs, etc. for your lesson (include any attachments needed with final lesson plan)
Assessment(s): consider diagnostic, formative, and summative assessment strategies
Formative: Think Pair Share, Give One Get One, Teacher checking in with each group, teacher pulling small group if needed, A/B partner discussion, Whole Group Discussion.
Summative: 1) Student handout of evaluating primary sources 2)Claim, Evidence, Argument on prompt.
Assessment Criteria (rubric, checklist, etc.):
1) Organizer completely filled out with quotes and analysis.
2) Claim, Evidence, Argument Rubric
|Proficient (B)||Partially Proficient (C )||Unsatisfactory ( D )|
|Claim||Restates the prompt with response related to content.||Restates prompt with response that does not relate to content.||No restating, rather “I agree/disagree” I think, etc.|
|Evidence||Quotes text and has correct citations (Jefferson, year, source info )||Quotes text, but incorrect citations.||No quote, no evidence.|
|Argument||Uses academic language (Based off of this quote, Jefferson’s POV is…)||Limited academic language, simple argument.||No academic language, use of 1st person.|
Advanced (A): Scores all of Proficient using Prompt 2 instead of Prompt 1.
Accommodations: list suggestions for adapting the materials, procedures, and assessments included in this lesson for students with varying learning styles and abilities