National Council for the Social Studies Theme: (list number, name, and grade level for ONE

designated theme) ___1, Culture, 10th

Grade_________
Student Teacher Name:__Michael Misciagna______________ Date of Lesson: ___2/10___________ School:__Ridley High
School_________
Coops Name: ___Mrs. Calamita___________________ Supervisors Name: __Dr. Renzi____________________
Grade Level: ___10th______ Title of Course: __World History___ Title of Unit: _ _Imperialism_________
Topic of Lesson: How to Analyze History in Art/ Imperialism in Africa Research-based source of lesson: Thinking Like a Historian,
pages 87-8: Analyzing Historical Sources

Section 1: Evidence of Planning (Attach copy of lesson plan. Cite NCSS Section 2: Evidence of Teaching (Attach copy of supervisor
page number and link to language whenever possible.) observation report, when available)

Section 1 A: Questions Section 2 A: Questions

What essential QUESTIONS will students answer? What essential QUESTIONS did students answer?

How does the art differ, omit, or add to the history? What emotion/sense of
empathy is the art trying to show? Can you trust this art?
I think my EQs meet standards in this theme because the EQs ask how art
changes our perception of historical events lining up with the NCSS standard,
How did different cultural perspectives lead groups to interpret the same
event differently and with what consequences? (NCSS Handbook, 126) Art is
very much so a cultural artifact and represents each cultures view of events.
How does the art differ, omit, or add to your understanding of historical
events? What emotion/sense of empathy is the art trying to show? Can you
trust this art?
Students answered the EQs in this theme when the answered the EQs
directly in their note sheet. The EQs directly relate to the NCSS standard,
How did different cultural perspectives lead groups to interpret the same
event differently and with what consequences? (NCSS Handbook, 126) The
EQs asked about the art examined and the different cultural perspectives
seen in each piece of art. The students then made an interpretation as an
answer to the EQs that explained that perspective, why perspective of art
changes past events, and what their perspective is.

Section 1 B: Knowledge Section 2 B: Knowledge

What KNOWLEDGE will students acquire and use to answer the essential What KNOWLEDGE did students acquire and use to answer the essential
question? SWUThat questions: SUThat
Students will understand that art represents a societys cultural view of
Students understood that art represents a societys cultural view of history.
history. Students will understand that art is always trying to show something
Students also understood that art is always trying to show something more
more than just an image through use of composition or other factors of
than just an image through use of composition or other factors of
perspective. The EQs directly rely on students understanding of these
perspective. The EQs directly rely on students understanding of these
concepts and how previous content knowledge of events learned (the Belgian
concepts and how previous content knowledge of events learned (the
Congo, Henry Stanley, the Anglo-Zulu War) is represented in art.
Belgian Congo, Henry Stanley, the Anglo-Zulu War) is represented in art.
I think this Knowledge Objective meets standards in this theme because art
represents a society or cultures perspective of events and, how people from
different cultures develop diverse cultural perspectives and frame of
Students acquired and used this knowledge in the theme when they made
reference, shown through each piece of art. (NCSS Handbook, 127)
interpretations of each art piece in their note sheet and participated in the
discussion.
Section 1 C: PROCESS Section 2 C: PROCESS

What critical thinking will students perform? SWBAT What critical thinking did students perform?

Students will be able to think critically about art by determining what kind of Students thought critically in answering each EQ about each piece of art.
perspective is shown in each piece. Students use the four questions to
Students thought about what the history and its representation in each
examine each section/collection of art and through these questions are able
to identify the different aspects of what makes each piece have a unique painting, what perspective and emotion that is trying to be conveyed, and if
perspective. the painting is trustworthy to the history or possibly lying/giving a different
spin.
I think this is critical thinking in this theme because its directly being critical
about cultural/historical artifacts as they see them. The EQs are used to guide I think students were thinking critically in this theme when they used art
them through their examinations in order to make them think critically. The analysis skills (identifying perspectives and differences between history and
standards in the theme ask students to, evaluate how data and experiences representation) to decipher paintings and photographs to find meaning in
may be interpreted by people from diverse cultural perspectives and frames
them (both historical and emotional).
of reference. (NCSS Handbook, 127) The experiences are the historic events
they learned about previously, the frames of reference are the pieces of art,
and the EQs help them make a connection and interpretation.

Section 1 D: PRODUCT Section 2 D: PRODUCT

In what form will students show that they have acquired the knowledge and In what form did students show that they acquired and used knowledge to
answered the essential question? (What assessment will students perform?) answer the essential question? (What assessment did students perform?)
The sheet with completed EQs for each piece of art will be their primary
Students showed that they understood the EQs and demonstrated
assessment for their understanding, but formative assessment through
repeated questioning and discussion will be the main form of my assurance of knowledge through their note sheets and through the discussion that most
understanding. For the last 15-20 minutes of class we will come together and everyone participated in.
review what we thought of the art based on what students found. I will not
make any observations myself, but will only act as a middleman for students The product was an authentic assessment because it made students think
to share with the class what they found/thought. The only other role I have is critically about art and the different perspectives behind art. This is evident
to keep everyone on track or add supplementary knowledge. in each students note sheet and especially so in the discussion that took
place at the end of class.
The students will not produce an authentic assessment in this theme because
they will present an opinion or interpretation in their notes and discussion
that will show their development of critical thinking skills. Looking at images
and developing the skills necessary to understand the importance and
perspective that the artist takes are important to learn and useful outside of
the classroom.

Section 3: EVIDENCE OF STUDENT LEARNING (cite specific Section 4: REFLECTION and REVISION (List YOUR specific plans to
knowledge students displayed in formative and summative assessments; improve student learning in the designated Theme by adapting the
include quantitative and qualitative evidence and student samples whenever question/knowledge/process/product)
possible)
 I know that all or most of my students have answered the EQ with the
requisite knowledge in this standard because they were able to complete
their notes and answer the EQs directly on paper. In addition to their note
sheet, a large part of the assignment was measured through formative
assessment, by both questioning students directly and facilitating discussion
in a group setting. This ending discussion assessment took around 15 to 20
minutes and was facilitated by me as a way to get students to voice what
they thought and wrote down in their note sheets. The plan was for me to
barely talk, but I ended up asking the questions directly in the beginning till
the conversation and arguments got flowing.
The example note sheet provided is of one of my students who was very
involved in the discussion portion and had many questions regarding the
pieces of art. I completely forgot to collect these sheets at the end of the
lesson and instead told students to take them home with them as part of their
notes. Based on the note sheets that I looked at in helping students with
questions, I found that most were like this or shorter. I imagine that this is one
of the better sheets that the class had. Otherwise the discussion went very
well and I had the students attention up till the bell rang!
I can better insure that my students answer an EQ with requisite knowledge
in an authentic assessment in this theme by have a more effective
assessment I think. While my lesson and EQs were good at engaging
students and relaying content, I think I could have created a better
assessment rather than discussion. The discussion let me know that the
most enthusiastic students that talked knew the content and had made
interpretations of the activity, but not those that stayed quiet. A much more
structured and fully written assessment would probably have gotten most, if
not all students involved more fully. I think to improve on the note sheet, I
would add an extra question to each that was more specific to each piece
and guide them further in how to answer the EQs. The first question I found
immediately needed to be adapted and did so as seen by the difference
between Section 1 and 2.

Use and cite National Curriculum Standards for the Social Studies: A Framework for Teaching, Learning, and
Assessment (2010).

Copyright 2014, Secondary Social Studies Education Program, West Chester University of Pennsylvania. Copy or adapt
this NCSS Worksheet template with credit.

USE THIS SCORING GUIDE TO ASSESS CANDIDATES PLANNING, TEACHING, STUDENT LEARNING,
AND REVISION OF THIS LESSON IN THIS THEME Summary Sectio Sectio Sectio Sectio
0=NO expectations clearly addressed related to the designated theme of n 1: n 2: n 3: n 4:
1=UNACCEPTABLE: learners acquire superficial knowledge related to this
Scores Planni Teachi Stude Revisi
theme, but perform no critical thinking that helps students meet designated
theme expectations ng ng nt on
2= EMERGING: learners acquire some relevant knowledge and practice Learni
general or lower-order-thinking skills appropriate to the designated theme, but
learners do not explicitly answer essential question in theme. ng
3= ACCEPTABLE: learners answer essential questions with substantive
knowledge and critical thinking appropriate to designated theme Candidat 4 3 4 3
4= SOUND/SOLID: learners answer essential questions in an authentic e
assessment with well-developed knowledge and skills relevant to designated
theme Coop
5= EXEMPLARY: learners answer essential questions in an authentic
assessment that links the lessons content to designated theme AND other Superviso
times, places, or disciplines. r

Candidates Signature ______Michael

Misciagna________________________________________ Date __2/11__________
Coops Initials: _______________ Date:______________ Supervisors Initials :____________ Date: _______________