Overview:

The teacher uses her knowledge of content, process and development of 21st century skills to move beyond being a provider of knowledge to being a facilitator of learning. Experiences are created to advance student learning through processes such as critical thinking, collaboration and problem solving that encourage creativity, innovation and self-direction.

Relevent Description:

SS.9.E.3 analyze the importance of family, labor specialization, and regional commerce in the development of global trade systems.

SS.9.H.CL1.1 analyze the interaction of early humans with their environment and evaluate their decisions (e.g., hunting, migration, shelter, food and clothing.)

SS.9-10.L.3 analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

During my first student teaching placement, I designed a group activity that focused on the five characteristics of civilization. The goals of this activity were for students to become familiar not only with the characteristics individually, but to use the advanced technology to which they now have access to research information about the characteristics of Sumer and the evolution to where the characteristics are now.
We discussed what they thought would be reasons why people began to settle down in one place and thus abandoning the nomadic lifestyle. The students’ answers varied from being able to grow crops to people wanting to live near their families. Since so many people were now living near one another, a civilization began to form. In fact, it is believed that Sumer was one of the first civilizations. Civilization is often defined by five characteristics that were evident in Sumer-Advanced Technology, Specialized Workers, Advanced Cities, Record Keeping, and Complex Institutions.
In this lesson, the students worked in groups to research the five characteristics of civilization. The groups were tasked with the creation of a museum that featured the five characteristics of civilization. The objective of the lesson was for each student to create a floor of the museum dedicated to their characteristic. The students decided the layout, who worked on each floor, a theme for the museum, and they worked together to create additional features, like a gift shop and front to the museum. Each group used laptops to research examples that they could use on their respective floors. 

Reflective Analysis:

This was the first time that students worked in groups during my placement. The students did very well, not only on their presentations, but working together in their groups. The students were responsible for their work and their presentations as a group. The students decided which group member would do each floor, and they collaborated well in regards to deciding on themes, suggestions, and additional rooms. Each presentation showed a front of the museum, and floors dedicated to: Advanced Technology, Specialized Workers, Advanced Cities, Record Keeping, and Complex Institutions. Each floor also had the required paragraph description of what was on the particular floor. Group members helped one another with the paragraphs and the sequence of how they felt the floors should be presented. Students were actually able to make the connection that all five characteristics are important because they all affect one another. All of the groups worked very well together and enjoyed showing the class their floors of the museum. I was pleasantly surprised by the large level of participation the quiet, shy students displayed with this activity. The students were not intimidated by speaking in front of their classmates, and I hope that their confidence will continue to flourish. 

Struggling Student Reaction to Study:

One student who tended to struggle with regular classwork really embraced this activity. Though normally quite shy, he worked well with his group and we all found out that he is actually very good at drawing. His group members, I and my host teacher, and other classmates all complimented him on his drawing as he worked on his floor. I believe that our remarks helped build his confidence, because he presented his own floor during the presentation! 

Plans for Improvement:

If I were to do this lesson again, I would do more research on my own to find more sources for the students to use when researching their floors. I had planned on this lesson being completed in one day. I now know that that was not a realistic expectation, and will plan on two days for small classes and three for larger classes if I do this lesson again.