Virginia Fawcett EDU 128 Geography- History Lesson Grade: 5th Lesson Title: Reconstructing the 1906 California

Earthquake ABCD Lesson Objective: a. Fifth graders will use at least 3 different kinds of resources to reconstruct the past of the 1906 Earthquake in San Francisco, CA. b. Fifth graders will summarize the testimonies of the eyewitnesses within a paragraph. Iowa Common Core Standard: Understand the changing nature of society. (Understand various institutions, ideas, values and behavior patterns change over time.) NCSS: II, Time, Continuity, & Change Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others; This NCSS connects to this lesson because we are using different types of documentations to bring us back to the past and reconstruct it.

Materials Needed: Earthquake in the Early Morning By Mary Pope Osborne Websites of history of earthquakes Printed Pictures of the earthquake (Both from 1906 and now) Testimonies Poster Boards

Pre-requisite Skills: In the past week, the teacher has been reading aloud, the book Earthquake in the Early Morning By Mary Pope Osborne. Students also know how to get information from resources. Interaction With Students: 1. Introduction with objective: As we have been learning about the 1906 Earthquake in California from the book Earthquake in the Early Morning By Mary Pope Osborne, you will be searching out your own factual information using a various amount of resources that are provided. Before you begin this project, we will try using different kinds of resources on our own.

2. Lesson Procedure: Introduction to the Earthquake: I will display pictures throughout the room of the 1906 Earthquake, to display visuals of the affects of the earthquake beforehand. I will also display some testimonies of some eyewitnesses of the earthquake. Using the testimonies that I displayed around the room on the walls, I will divide the class into 5 groups. Each group will be assigned a witness of the earthquake and what they said. Each group will read through each essay of what the person said in their testimony. Each group will study through the testimony, and depict what information is most important, and then each group will share what they got most out of it, in a circle. This practice was important because it gave the students a little background knowledge on the earthquake, but it also allowed using resources efficiently, by summarizing. Time: 10 Minutes Guided Practice: Model with the students a model that you created about World War II, and show the resources that you used and where you found them (that was on a poster). As you can see class, I have provided multiple documentations of World War II, which provides different perspectives of the event. After looking at the rubric, this is something that is required. After modeling this project, students will come back to their original groups, and work on their own project on the 1906 CA earthquake. Based on the different types of resources that we have seen, and my own model I just showed you, I will give each of your groups a poster board to collect your information with. You will go back to your original groups and I will assign each of you, your jobs. You can use your creativity on how to post your information. Time: 20 Minutes *This project may have to be continued on the next day, followed by presentations. 3. Assessment: During the lesson, there were two assessments that were used. For the beginning of the lesson, I posted different testimonies of people who witnessed the earthquake. The students then had to summarize what the people witnessed and share it to the class. For the end assessment, I had

the students re-group with their original groups to create their projects that described the 1906 earthquake in California.

4. Differentiation: For challenged learners that are in the classroom, I will mix up the groups of people, with high-ability students with challenged leaners. For leaners who may not understand how to use some resources, I will be able to have a little one-on-one time with those students to model to them how to look for resources. For high-ability learners that are in the classroom, I will give these students the tasks that are a little more difficult when grouping the students together (looking for resources, or summarizing the information). If these learners are still not challenged, then I will allow these students to possibly read other testimonies from the earthquake.

5. Grouping: The students will be grouped by how their desks are arranged, which are already in pods. The groups that in the final project on the earthquake, will have different jobs (writer, resource locator, summarizer, and timer).

REFERENCES: http://www.scholastic.com/teachers/lesson-plan/earthquake-early-morning-lessonplan http://earthquake.usgs.gov/earthquakes/states/california/history.php Documentations of pictures: http://bancroft.berkeley.edu/collections/earthquakeandfire/interactivemap/index.ht ml Testimonies: http://www.sfmuseum.org/1906/ew.html

Rubric For Poster Board Project

CATEGORY Resources 3 Group used at least 3 different kinds of resources (e.g. stories, pictures, newspaper articles, stats or data, or books) Poster board is clearly readable from a students point of view, and involves some kind of visual or color. Each group member included his or her own work, and each person presented an idea during the presentation. 2 Group only used 2 different kinds of resources. 1 Group only used from one resource.

Creativity and Neatness

Poster board has slightly sloppy or too small of handwriting, but not really colorful or does not include visuals. Some group members did not contribute as much as others, and not all group members spoke during presentation.

Poster board has language that is not clearly readable and includes no color or visuals.

Presentation

Only one or two group members contributed to the project and the presentation.

Checklist for the Summary of Testimony _____ Group summarized testimony within a paragraph _____ Group was efficient with their time and ready to present.