Grade Subject Date

6 and 8th
th
Social Studies 8/22/2017

NJ Common Core State Standard/NGSS

NCSS Standards- PEOPLE, PLACES, AND ENVIRONMENTS: study of people, places, and environments

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.

Learning Objective
SWBAT analyze what it means to look at history from different perspectives by determining who started the
lunchroom fight.

Essential Question(s)

How can we look at history from different perspectives?

Materials: TIMER <Teacher Script>

Do Now 10 1. Identify and describe the three stages of transition. Use your
(task/exemplar class packet from yesterday as a reference.
response) 2. Look at the image, what do you see in this picture? What is the
first thing you notice about this image.

Introduction to new 5 Students will learn two new class procedures: Class discussions
material and call and responses.
During class, we will have many discussions on various topics
 At all times you must do the following: Track the speaker.
When someone is speaking you are giving them your full
attention, no ones hand should be raised, no one should be
talking. Giving the individual your full attention.
In order to have an effective conversation, you must be
listening to what people are saying. When you are actively
listening to someone you are eternalizing what he or she are
saying.
During class discussion one person speaks at a time. If you
want to give a statement or share your opinion you must raise
your hand and wait to be called on.
If you agree with what an individual is saying you give them a
brain connection. A brain connection automatically indicates
that you agree with that person. Its a silent way to show that
you agree.
When we are having intellectual conversations you should use
you conversational moves to guide your conversation.
I agree with____________ Because; I would like to add on
to ______ I disagree with______ because
To show encouragement to your classmates we will shine on
them. This shows that you support and encourage your
classmates.
Call and responses
Clap once if you can here my voice, clap two times if you
are listening
3..2..1. clap once pencils down
Readyset.. students respond: go
Clapping to get students attention
Tag: Students get into stage 2 silently. We play a game
where I ask questions that will review the lesson or
previous lesson. I will cold call students after I have
asked the question. This will also be known as Social
Studies drill.
No bees..no honey..No work.no money (signals time to
get silent and track the speaker)
Ready setyou bet (Signals group work/ independent
work)
One, two, three eyes on me one two eyes on you
(signals track the speaker)

Text N/A Lunchroom fight sources.

Key Vocabulary N/A Reliable

Perspective
Annotation Purpose:
 Model 3
(I Do) T will say:
As you notice about the image, many people had different perspectives
about what they saw in the image. Some students were able to see four
people and others only saw two. Just like in history, many people have
different perspectives about the same events. History is told from the
eye of the beholder and sometimes the beholder has a perspective that
differs from everyone.

T will explain:
It is our job as historians to determine which perspective is reliable and
which perspective does not align with the facts of the case. Today we
will look at different perspectives of a lunchroom fight and determine
who started the fight based on the perspectives of the witness at the
scene.

T will model:

Today youre going to receive evidence from eyewitnesses and

others connected to a fight in a lunchroom. Your job is to figure
out who should get suspended for starting the fight. In order to
figure that out, youre going to need to source, contextualize,
and corroborate. In other words, youre going to need to read
and compare multiple pieces of evidence in order to figure
which are more reliable and how they all fit together to fill out
the story of what happened in the lunchroom that day.

Habits of Discussion 1. When you think of the world reliable what comes to mind?
Questions
(Turn and talk)
(Blooms Taxonomy)

Guided Practice 15 As a class we will read the background information of the lunchroom
(We Do) fight to try and determine the roles of each character. As we are
reading we will annotate for information we learn about the characters.

As a class, we will read the first two sources together as way for
students to understand how to fill out the graphic organizer. Before
breaking up into groups students will get the breakdown of the graphic
organizer and what is expected of each column.

In groups of three, students will read the remanding sources and fill out
the graphic organizer. In groups students should be discussing who
started the fight and what evidence they have to support this argument.

Mastery Check List 1. Make sure students understand how to fill out graphic
organizer.
 2. Make sure students are working with group members
effectively and discussing the clues of the case.
3. Make sure students are supporting their arguments with
evidence as to who started the fight.

Anticipated (misconception)
Misconceptions
Students might struggle with the vocabulary words: Reliable,
&
Strategies to Address perspective.

Students might struggle with the graphic organizer and understanding

which information goes in each section.
(strategy)
As a class we will define the vocabulary words.

As a class I will model how to fill out the graphic organizer.

Independent Practice 10 After students have finished reading all the sources and filling out the
(You Do) graphic organizer, students will independently fill out the suspicion
report. The suspicion report will allow students to determine what
happened in the cafeteria and who should be suspended. Students will
reflect on the resources and the discussions that they had in their
groups to support their answers.

Differentiation Students will receive a visual on how to fill out the graphic organizer.
Students who have IEP will receive a modified reading packet.

Exit Ticket 7 1. Based on todays class activity, why is it important to look at

different perspectives of history? Explain your answer.

Extension & Students who are done early will be directed to current event articles
Challenge and questions in the back of the classroom.
Close Out For the past two days we will looked at history as way to think outside
& Preview the box and understand the different perspectives of individuals.
Tomorrow we will analyze why we study history in Ms. Ackons class.