Context

Standards:
3 H3.0.10: Create a timeline to sequence early Michigan History (American Indians, Exploration,
Settlement, Statehood)
Grade

Topic:

Set:

No. Pupils:

Time:

Duration:

Date:

Subject:

2/3

Michigan
History

Mixed
Ability

23

1:10pm

30 - 40 Mins

29/03/2016

Social
Studies

Prior Pupil Attainment & Progression from prior learning:

Additional Adults and their roles:

Since this is a culminating lesson, pupils have already been

taught about Native Americans, The French in Michigan,
The British in Michigan, Michigan becoming part of the
USA, Early Pioneering times in Michigan and the period
when Michigan became a state.

No Additional Adults

The class has also visited the Michigan History Museum to

have a look at different artefacts that corresponds with
the different periods of time in Michigan History.

Key Learning

It is important that the pupils know about their history

and the history of their ancestors so they can gain a better
understanding of how Michigan developed into what it is
today. It can give the pupils a better understanding of why
Michigan has certain cultures and traditions and where
they have developed from.

Learning Objectives:
Can I see how many different people were

important in the early History of Michigan?

Can I create a timeline of people to see how
Michigan evolved and developed?

Connections:

There are strong connections to what the pupils have

been learning about in prior lessons. Each prior lesson
they have been learning about different settlers and
explorers and what difference they have made on
Michigan.
The children have already created their own Explorer
Trading Cards where they personally researched different
the different Explorers and how they changed Michigan
History.

Success Criteria: How will you know/ the children

know if they are successful?
Childrens Success Criteria:
I have successfully created and sequenced a
people timeline on the Early History of Michigan

Introduction / Starter:
Have the pupils get out their Social Studies notes from previous lessons, in particular their Explorer Cards.
Ask the pupils who was involved in the Early development of Michigan and how did it happen?
Ask the children what is a timeline and how might you sequence one?

Whole Class Input

Directed Teaching: How will you model and demonstrate key learning? What are your stimuli? Identify key
and differentiated questions and learning points/steps towards the objectives
Get the pupils to determine some key individuals under the topics
Native Americans An Ojibwq Woman; A Hopewell Indian; An Potawatomi Farmer; An Odawa Trader
The French in Michigan A French Explorer; Father Marquette; A French Fur Trader
The British in Michigan A British Soldier after the War with French; Chief Pontiac;
Michigan becoming part of the Uni ted States A British Soldier who is Leaving Michigan;
Early Pioneering Times in Michigan A Pioneer Farmer; A person coming by Steamship to Michigan
Michigan becoming a State Lewis Cass; Stephens T Mason; Someone helping to take the Census
The pupils will then choose one of the people from the timeline period and go and explore the individual in more
detail. They will write as if they have become that individual in preparation for our people timeline.
After the pupils have completed the independent research, we will come back together as a class and see if we can
build our own personal timeline together, incorporating all the different individuals at the correct stage in the timeline.
They will stand themselves between different cards which will be placed on the wall (1600, 1700, 1800 and 1850)
where they believe they are supposed to be placed. To expand pupils further and if time permits, get the children to
order themselves chronologically within the time period, e.g. A Hopewell Indian would come b efore a Potawatomi
Indian.

2016

Differentiation

Organisation

Learning & Development Activities

Summative Assessment will take place through all teachings, with constant questioning adapted to how quickly the
students respond to the topic. Questions might include: What happened? When did it happen? How did it happen?
Who was involved? How did this transform Michigan into what it is today?
Group Activities

Assessment Opportunities

What will they learn and how?

How will pupil progress be identified against the objectives and success
criteria? e.g. mini plenaries, self/peer assessment & marking

Activity
The pupils will choose one of the people from the timeline
period and go and explore the individual in more detail.
They will write as if they have become that individual in
preparation for our people timeline, answering questions
such as Who have I decided to be? What year did I have
an impact on Michigan? Where did I originate from? The
children will also write an explanation to introduce who
they are.

At the end of the lesson when we create the people

timeline, we will as a class, peer-assess each others work
with the teacher assessing at the same time.
A Photo will be taken as evidence that the children have
created a people timeline to go in their files as
documentation.

Plenary: How will the lesson end? What key points and questions do you want to ask to consolidate / extend /progress childrens learning?

Finish off by getting each person to step forward on the people timeline, introduce themselves and then step back into
the line.
Formative Assessment:
What the children write about their individuals will be formally marked by the teacher to ensure that they have fully
understood the individual they have researched. Each childs independent participation in the class will also be marked.
Organisation & Transitions:
Resources and Materials Required:
How will you organise the children at different points during the lesson?
Whiteboard
Consider strategies to manage behaviour and safety.
Timeline Dates
Pupils will be transitioned slowly from the carpet area
Template for Independent Research
back to their desks to do their independent research.
Camera
iPads
Desks will also be rearranged so that when it comes to
Technology:
Incorporating technology in all aspects of curriculum will
allow me to meet the different learning styles of my
pupils. Pupils might need to conduct further research of
their individual on their iPads and the interactive
whiteboard will be used throughout the lesson to collate
pupils ideas.
Student Thinking
Pupils will have to think deeply and critically about their
specific individual and how they specifically have
impacted upon the History of Michigan.
They have been completing this topic over multiple weeks
and therefore will have to go back and recover prior
knowledge which may be weeks old.
The pupils need to be able to think how they are
accurately going to portray and present their individual in
an imaginative but accurate way.

creating the timeline, there is plenty of space for all the

pupils to be involved.

Modifications

This lesson involves all pupils in the class, both second and
third graders.
When it comes to completing the research of their
individual, Second and Third Graders will be paired up
together to help each other in completing the task.
rd

nd

Kendall (3 Grade) and Jakoby (2 Grade) will specifically

need to be monitored to ensure that they are kept on task
as they easily become distracted and off task.
rd

rd

Ava (3 Grade) and Levi (3 Grade) could potentially find

this work very easy and could be stretched further
through the use of questioning to stretch their
knowledge.
rd

Cameron (3 Grade) needs to be placed in an appropriate

location to complete his work. He often works from the
rocking chair but often does not complete work when he
is sat in that location.

2016

Pupil Progress:

Evaluation

What impact has your lesson had on childrens learning? What evidence have you got regarding pupil progress? How effective was your deployment
of other adults in supporting pupil progress? Reflect on what went well and what aspects of the lesson need further development.

Future Planning:
Your evaluation must clearly inform the next steps in learning and feed forward into future planned learning. Having reflected on the evidence of
learning in this lesson, what are the implications for future planning and teaching? How will your assessment inform future planning? How will
information you have gained about misconceptions inform the next steps of learning? How will you take the l earning of different ability groups
forward? How did you perform against your target?

2016