Molloy CollegeDivision of Education

Alexa Miritello and Stephanie DiMarco Dr. SheehanEDU 351 12/5/2018 Grade 5: Topic: Uganda Content Area: Social Studies

INSTRUCTIONAL OBJECTIVE (s) (Lesson Objective(s)*)

After learning how to determine if evidence is credible, students will evaluate the validity of the reasoning and the relevance and sufficiency of evidence through a history mystery. Students will write arguments to support the claim, “Are Ugandans happier than Americans?” using valid reasoning and relevant and sufficient evidence. Students must include at least 4 pieces of relevant and sufficient evidence from the history mystery to support their answer. Students will be graded based on a teacher designed checklist and must obtain a score of 3/4.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

New York State Social Studies StandardsKey Idea: 6.5 COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.

Key Concept: 6.5a Geographic factors influence the development of classical civilizations and their political structures.

Indicator: This will be evident when students compare the life of Ugandans to the life of Americans to determine if Ugandans are happier than Americans.

National Social Studies Standards and ThemesCulture: Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:

a. explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns

Indicator: This will be evident when students examine the evidence in the history mystery to determine if and why Mexicans are happier than Americans.

Individual Development & Identity: Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can: e. identify and describe ways family, groups, and community influence the individual’s daily life and personal choices

Indicator: This will be evident when students discuss the influences of the life of Americans and Mexicans.

NCSS C3 Inquiry ArcDimension 3: Students will work toward conclusions about societal issues, trends, and events by collecting evidence and evaluating its usefulness in developing causal explanations.

Indicator: This will be evident when students evaluate the usefulness of evidence in thehistory mystery to answer the compelling question.

Dimension 4: Students will draw on knowledge and skills to work individually and collaboratively to conclude their investigations into societal issues, trends, and events and will present their information, portions and findings.

Indicator: This will be evident when students work collaboratively to conclude their investigations from the history mystery and present their findings to the class.

Common Core ELA StandardsIntegration of Knowledge and Ideas7. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning and the relevance and sufficiency of the evidence.

Indicator: This will be evident when students including the validity of the reasoning and the relevance and sufficiency of the evidence in the history mystery.

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Indicator: This will be evident when students write and support a claim, using valid reasoning and relevant and sufficient evidence from the history mystery.

Social Studies Practices: Habits of MindA. Gathering, Interpreting, and using Evidence 2. Recognize and effectively select different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).

Indicator: This will be evident when students recognize and effectively select credible evidence in the history mystery to write arguments to support their claims.

INSTRUCTIONAL RESOURCES● SMARTboard● History Mystery Powerpoint● 3 history mystery envelopes● Poster paper● Supporting claims handout● Document classification worksheet● Tape● Teacher grading checklist● Homework handout● Credibility cheat sheet

MOTIVATIONStudents will be shown a video about detectives and will then be asked to solve a mystery. Their assignment will be to solve the mystery of “Who is happier? Ugandans or Americans?”

DEVELOPMENTAL PROCEDURES1. Students will be shown a video about detectives and will then be asked to solve a

mystery. Their assignment will be to solve the mystery of “Who is happier? Ugandans or Americans?”

2. The students will discuss what it means to be credible vs. non-credible (How can we determine if the information we are reading if real (sourcing)? Why can’t we believe everything we read (context)? Is it possible for some articles to be more credible than others (corroboration)?)

3. The teacher will discuss the rules of the lesson with the students (Why are rules important?)

4. Students will participate in a history mystery where they will work in 3 groups of 5 to determine if evidence is credible or not. (What kind of information do you see in the envelope (close reading)? Is there any bias in this evidence (close reading and perspective)?)

5. Students will be assigned a job responsibility while working in their groups; Distributor, organizer, leader or communicator.

6. In groups, students will order the evidence from least to most credible on a provided graphic organizer. (Is there evidence that is more credible than others (Monitoring)? How do you determine credibility of evidence (contextualizing)?)

7. Students will create a claim whether Ugandans are happier than Americans using evidence from the history mystery. (What conclusion did the evidence lead to (inferring)? Do you agree with the evidence presented in the envelopes? Is there a reason to question your findings (monitoring)?)

8. The teacher will ask each group a question regarding the documents they analyzed, for them to share with the class. (What was your most credible piece of evidence? Did you have more evidence supporting Uganda or America? What is a conclusion we can make based on these documents?)

9. The teacher will distribute and discuss the homework for the night 10. To close the lesson, the students will review the compelling question; Are Ugandans

happier than Americans. Students will share their written claims to support this question with the class. (What were your findings from the history mystery? What did the evidence tell you? What was your most credible piece of evidence (monitoring)? How do you know this?)

INSTRUCTIONAL STRATEGIES

Mystery Strategy: using the idea of becoming detectives and solving a mystery as students formulate ideas and clues.

● Indicator: This will be evident when students act as detectives and provide sound evidence to solve the history mystery question.

Collaboration: (engaging groups of students in working together on a structured activity)

● Indicator: This will be evident when students are put into groups to share ideas about the history mystery and work together to come to a conclusion.

Discussion: (engaging in meaningful discussions about the content) ● Indicator: This will be evident when students present their findings and

conclusions to the class based on the evidence examined.

DIFFERENTIATION OF INSTRUCTION

Visual LearnersFor visual learners, students will be able to visually view the photos provided as evidence within the history mystery.

KinestheticFor kinesthetic learners, students will be able to physically place the documents from most credible to least credible on poster paper.

Linguistic For linguistic learners, students will be able to read the documents given, verbalize why they feel it is credible or non-credible, and write arguments to support their claim.

Auditory For auditory learners, students will be able to listen to their peers during the class discussion before, during and after the history mystery activity.

ASSESSMENT

● The teacher will assess student homework from the night before.● The teacher will assess student interactions during group work.● The teacher will monitor and evaluate students’ presentation of their findings from the

history mystery based on a teacher made checklist. ● The teacher will also assess student knowledge and understanding of the topic based on

class discussion before, during and after the history mystery.

INDEPENDENT PRACTICE

Students will be asked to complete a homework handout based on their findings about what happiness is. Students will answer two questions regarding what happiness means to them as well as justifying their claim as to which country is happiest, Uganda or the United States.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher InterventionFor struggling students, the teacher will review how to determine whether the document is credible or non-credible. The teacher will then provide them with a cheat sheet that will break down the criteria on what makes a document reliable or not. The sheet will be a guide for students to use when examining evidence in a source they may be unsure of. The students will then be able to read the evidence and analyze documents in order to answer the compelling question.

Academic Enrichment

In order to further the lesson, for the students who excelled during the lesson, they will be challenged to find two sources to add to our mystery. They will have to find a document that can be used as evidence to further support their findings from the mystery. Students will need to determine if the evidence is credible enough to be used as valid evidence to support their findings.

REFERENCES

Burciaga, A. (2014, June 28). What is Happiness? Can Countries Like Uganda Really Be Happy? Retrieved from https://bearmarketreview.wordpress.com/2014/06/28/is-uganda-really-happy/

Durden, T. (2015, April 24). America Ranks Below Israel In World Happiness Index. Retrieved from https://www.zerohedge.com/news/2015-04-24/america-ranks-below-israel-world-happiness-index

Muhumuza,K. (2018, January 22). 5 Reasons Why Ugandas Youth Are Unhappy. Retrieved from https://serveugandainitiative.org/2018/01/22/5-reasons-why-ugandas-youth-are-unhappy/

Schiller, B. (2018, March 16). America, Desperate For Happiness, Is Getting Less and Less Happy. Retrieved from https://www.fastcompany.com/40544341/america-desperate-for-happiness-is-getting-less-and-less-happy

Document #1

https://www.zerohedge.com/news/2015-04-24/america-ranks-below-israel-world-happiness-index

Document #2

www.twitter.com/

www.facebook.com

Document #3

Document #4

Document #5

Document #6

What Is Happiness? Can Countries Like Uganda Really Be Happy?

Despite all of their misfortune, however, these people from Uganda were the happiest people she has ever met. Carrie states that “it was strange to [her] that people who have so little could be so invested and happy in everything they do; whether it was playing soccer in the dirt with an old soccer ball, or even just singing and dancing with their friends. These people are truly happy because of the way that they all view life, giving raw evidence to the statement “the best things in life are free.”- Emily Parrish, “Bear Market Review”. Parrish is describing her friend’s mission trip to Uganda.

Link: https://bearmarketreview.wordpress.com/2014/06/28/is-uganda-really-happy/

Document #7

Happiness in America

The United Nations latest World Happiness Report shows this once again. Finland, Norway, Denmark, Iceland, and Switzerland occupy the top five places, as they have in previous years (though in slightly different orders). The U.S. is in 18th place, and our happiness levels may, in fact, be falling.

“For a country that prides itself on pursuing happiness (it’s in the Declaration of Independence, even), America isn’t particularly happy in international terms. European nations regularly top the U.S in surveys of happiness, showing how well-being isn’t necessarily linked with economic growth.

Link:https://www.fastcompany.com/40544341/america-desperate-for-happiness-is-getting-less-and-less-happy

Document #8

Document #9

Name:____________________________________ Date:__________________________

Supporting Claim

Directions: After solving the mystery with your group, create a claim that supports your findings from the mystery. Be sure to include at least 3 pieces of evidence that support your answer. Use your document findings worksheet for help!

Mystery Findings:

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Supporting Claim:______________________________________________________________________________

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Job Responsibilities While Working in Groups

On each student’s document findings worksheet there will be a colored dot in the top corner. That dot will correspond with a job responsibility when it

comes to work in their groups.

Job Name Job ResponsibilityDocument

Distributor (Green Dot)

In charge of distributing the documents for all group members to view and examine

Document Organizer (Blue

Dot)

In charge of placing the documents onto the graphic organizer

Group Leader (Red Dot)

In charge of managing the group; time management (2 minutes to observe, 3 minutes to discuss per document). In charge of making sure

everyone fulfills their job

Great Communicator (Orange Dot)

In charge of sharing the groups findings with the class during the class discussion

Name: _________________________________

Document Findings

Directions: After reviewing each document, circle which country the document supports (Uganda or America). Then on the lines provided write down what the document is telling you about that country.

1. Uganda or America___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Uganda or America___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Uganda or America___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Uganda or America___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Uganda or America___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Uganda or America___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Uganda or America______________________________________________________________________________________________________________________________________________________

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8. Uganda or America___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Students create a claim stating whether Americans or Ugandans are happier. YES NO

Student includes at least 3 pieces of evidence to support their answer. YES NO

Student use relevant documents to support their claim. YES NO

Students write in complete sentences using Standard English grammar and punctuation.

YES NO

Name: ____________________________

Date:_________________

Happiness Homework

1. What does happiness mean to you? What makes you happy?___________________________________________________________________________

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2. Does happiness mean something different to Americans and Ugandans? How do you know? Justify your answer.

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