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Reenactment Powered By Docstoc
					                                                                  Teacher            Chelsea Kierstead, Kelly Gallie
                                                                  School             St. Thomas University
                             Qu i ckTi me ™ a nd a
                 TIFF (Un co mp res se d) de co mp res so r
                                                                  Subject            Social Studies
                    a re ne ed ed to se e thi s pi ctu re .

                                                                  Grade              Three
                                                                  Date               March 2nd, 2011

Unit Goal/Theme/Concept                                       Summative Assessment

Unit 4: Heritage
Time, Continuity and Change
Compare and Contrast life during colonial
times with life today.

                                                                            LESSON MAP

Topic: New Brunswick Heritage

Curriculum Outcome (Taken directly from the curriculum document – This outcome may take
more than one specific class period):
Unit 4: Heritage – Students will be expected to:

- Demonstrate an understanding that many individuals, groups, and events have contributed to the
development of their provincial identity throughout its history.

Class Objective:                                 Assessment:
What is the overall purpose of the class? Why is How will you design student activity so you will know if
this important? How does the lesson address the they have met the objective?
provincial curriculum objectives?
This is a follow up lesson after a trip to Kings Informal assessment –Teacher will compile
Landing Historical Settlement. It aims to have observational notes as students engage in discussion
students demonstrate an understanding of how
someone’s life during colonial time compares Formal assessment –Teacher will evaluate student
and contrasts with a student’s own life. Students journal entries based provided rubric
will demonstrate the understanding of time,
continuity and change while contributing aspects
of colonial life as identifiers of New Brunswick
provincial identity.

Materials/ Resources
Colonial Dress
Kings Landing Photographs

How will students be grouped?

Students will begin the lesson in a whole-class discussion prompted by the re-enactment of a colonial
woman’s question.
Following enactment, students will engage in a think-pair-share before writing in their journals.
Text/Audio/Video-based Resources Features                   Vocabulary:
Reference and page numbers/ web  Maps, charts, headings,    Terms that may be unfamiliar but are
address                          images                     important to understand.      Images of King’s Landing Livestock
                                    will be shown from a     Butcher
Daniels, Mark L. A Living History   personal collection      Carriage
Classroom Using Re-Enactment to                              General Store
Enhance Learning. (2010) Social     Map of Kings Landing     Cross Roads
Education. 74(3) 135-136.           Historical Settlement    Colonial Housewife
Instructional Strategies/ Procedure for the Class: Here is a script of what will happen in the class right
down to the wording of questions and so on. This section is very detailed. Remember: Some of the tasks
you ask students to complete should be focused on higher order thinking. Consult Bloom’s Taxonomy
sheet for those types of questions or activities. Your script may be listed in steps or procedures that
include time allotted to them. Each section will include information on what the teacher will do and what
students will do as well as the teaching strategies.

Phase 1: Prior Learning (Circle the Type) - Introduction / Review / Warm-up
Time: 10 minutes
Class will begin with students viewing a teacher-prepared slideshow of their trip to Kings Landing to
refresh their memory. Following the video, students will turn to a partner and discuss things they learned
about colonial life. They will volunteer one or more ideas with the class. The teacher will briefly record
key words, ideas and feelings. The chart will act as a reference point for their reflection during phase

Phase 2: Knowledge Content – Supporting Learning
Time: 20 minutes
Re-enactment: A special guest enters the class dressed in colonial attire. As the teacher, you can decide to
make it a significant historical figure or a fictional character. The teacher must make sure to have the
character appear as authentic as possible; therefore research on the time period is essential. The special
guest, for this lesson is a colonial housewife.
Anna is in her late twenties; she has a husband and two young daughters. Anna enters the classroom in
character and begins her monologue.

“Sorry I’m a bit late, I was on my way here. My carriage turned left instead of right at the crossroads and I
accidentally wandered into this large building with rows and rows of food. Ten types of cheese, and
bagged apples? At first I thought I had entered an enormous cellar but quickly realized it was some type of
store. Not the general store, like the one in my village, it is a store unlike one I have ever seen before.
There were no livestock in sight and I didn’t see the farm. Can someone please explain where I was?

Once students begin to explain to Anna where she was, have Anna probe them with a few questions. For
Where do I tie up my horses? Why are there so many choices of food? Where are the butchers? The
bakers? The livestock?

Students are engaged in critical thinking and using their explanation skills to answer a question posed by a
colonial woman.
Include at least one activity or task that extends the lesson. This can be used for students who have
completed the main tasks or if you have completed the lesson and have additional time.

Students who are completed their journal entry have the option of composing their own re-enactment.

Provide at least one example of how you could simplify the task for students having difficulty.

Students who are experiencing difficulty will be provided with a concrete set of questions in lieu of the
journal entry, which requires higher-levels of thinking.
Teaching Method and Strategies
Describe the teaching methods and strategies used. You may want to research these to acquire more

Daniels, Mark L. (2010). A living history classroom using re-enactment to enhance learning. Social
       Education, 74(3), 135-136.

Re-enactment is a creative strategy which can be used in the Social Studies classroom and extended to
other subject matter. Both the teacher and students can dress up and take on the role of a character from
the time period or topic they are currently exploring. This is a creative and exciting way to engage
students and challenge them to use higher-order thinking and questioning. Re-enactment allows students
to become actively involved in their learning and form real-world connections which enhance their
learning. As Daniels (2010) suggests, “the students were learning without knowing they were learning”.
(135). Teachers should ensure that this strategy is used occasionally and only when deemed appropriate.
Teachers can begin by studying the character that they wish to portray. The character should be directly
related to the topic of study. The author suggests that teachers gradually begin to incorporate re-
enactment into their classroom. It is also important to be as accurate as possible and conduct research on
the individual and the time period carefully to avoid presenting students with incorrect information. This
is a fun strategy that both teachers and students can enjoy.

Rubric (circle the most relevant answer)

Fully answers their journal question using complete sentences         Yes          Somewhat            No

Makes meaningful connection to the material           Yes       Somewhat               No

Provide evidence to support their opinion       Yes            Somewhat                No

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