Time, Continuity, and Change
Multiple Generation Interview Project
Tracy Stepka
MN BOT Standard: Time, Continuity, and Change: Ways human beings view themselves in
and over time.
MN BOT "Understanding": (b) Key concepts, including time, chronology, causality, change,
conflict, and complexity to explain, analyze, and show connections among patterns of historical
change and continuity.
Description:
Students will answer a list of interview questions describing an important local, national, and
international event that they lived through (the event has to be one that the student remembers).
They will address what they know about the events and how it affected them personally. They
will also address how the events were important to their generation. Next, the students will
interview a parent and grandparent (relative/family friend is appropriate if a parent or
grandparent is unavailable). The student will ask them a list of questions regarding an important
local, national, and international event that took place in their teens, and discuss with them how
the event affected them personally, and how the event affected their generation. Once they have
collected their interview questions the students will compare the events with their events. Once
the students have collected the data they will be put into groups and compare their findings.
Once the smaller groups have discussed their finding the discussion will be opened to the class.
Results:
1) Students will be able to compare/contrast important events in their lives to important events
in their parents and grandparents' lives.
2) Students will be able to discuss how things changed throughout time, and how they stayed
the same.
3) Students will be able to connect the events of their lives to the events in their parents and
grandparents' lives.
4)
Students will be able to discuss how a generation reacts to certain events.
Evaluation/Assessment:
Students will be evaluated based on the following criteria:
-Completion of student interview sheet.
-Two completed interview sheets from a parent and a grandparent.
-Participation in the group discussion.
-Participation in class discussion.
Curriculum:
This assignment would work well as introduction assignment to a world history class. It would
give the students the start they needed to think of time and how it changes. It would also be a
way to help them develop the skills of comparing different time periods.
Instruction:
1)
The teacher will introduce the world history class, and the goals of the class.
2)
The teacher will present the assignment.
3) Once the students compete the assignment they will discuss their findings. Once the small
group discussion is completed it will open up to a class discussion.
4) The teacher will discuss with the students the skills they used in this assignment and how it
relates to the study of world history.
Latin America Lesson
Name
Date(s)
taught
Tracy Stepka
Grade level(s) Eighth
Course/Subject Geography/Latin America
Lesson
Title
Latin America: History and
Government
Observed
Lesson, by
Rick Bruns
CONTENT FOCUS


Central Focus
of the Learning
Segment
To learn about
the history and
government of
Latin America.
The students
will learn about
the topic by
exploring early
Native
American
civilization,
European
conquest,
colonial Latin
America,
independence,
and the
formation of
new nations.
Content Standard(s)

Standard 3 for grade 8 , geography
Content Learning
Objective(s)

Students will understand the history and government of Latin
America, and be able to explain how the topic of the lesson affects the
geographical makeup of Latin America.
Language Demand
Objective(s)
Student will understand the content specific vocabulary presented in the
lesson.
ACADEMIC LANGUAGE DEMANDS
Prior Academic
Language
Development

Students have already worked with geography content specific words
through their previous units. Students understand the basic terminology
used in the study of geography. Students are familiar with defining
content specific words by using their material to help create a meaning
(ex. looking up words, putting a new word in a sentence, drawing a
picture to explain a word).
Language Function

Students will be presented the words. I will test for prior knowledge, the
words definition will be given in document and on the slide show
presentation, student will be assessed by a bell work activity.
Content Specific
Maize, jade, obsidian, hieroglyphics, Aztec, Inca, Toltec, Olmec, empire,
Vocab.
cash crop, Caudillos, communist state.
 Syntax- Words will presented to the students in historical context as it
Syntax or Discourse

Language Supports

relates to Latin America through a presentation. Words will also be in
readings regarding the history of Latin America.
Discourse- Words will be presented in text on a slide, and in the oral
presentation. In the articles the vocabulary will be defined and identified
in a topic related reading.
I will use their prior knowledge to help them discover the words
meaning through sentence structure. The vocabulary will be explained,
and visual images will be used to help increase understanding.
Vocabulary words will be identified orally and visually throughout the
presentation
MONITORING STUDENT LEARNING
Type of
Assessment
(Informal or
Formal)
Informal
Description of Assessment
Modifications
Bell work activity. Student will be Student will be allowed to
given three vocabulary words that pick one word of the list the
they were taught throughout the
other two will be assigned.
presentation. Student will have to Student will be notified that
write a meaning down for the vocab. they will not be penalized
word, and turn it in at the end of
for writing down an
class.
incorrect definition.
Evaluation Criteria
Allows me to see what
they took away from the
lesson, and their
understanding of the
content specific vocab.
and how it relates to
Latin America.
KNOWLEDGE OF STUDENTS TO INFORM TEACHING
Student Information
How will you use this information
Prior Learning/Thinking/
Experiences
Student have been presented
similar content throughout the
semester. Students have
experience working with content
specific vocabulary. Student
have experience learning
geography through a
presentation style lesson.
Students often have trouble
connecting academic vocabulary
outside of the content.
Common Errors or
Misunderstandings
in this lesson?
This information was used to
build the lesson and the academic
vocab. activity.
It notifies me that I have to
present the vocab. in a different
way, and look for multiple levels
of understanding.
Students with IEPs
One student with and identified The student with an IEP has a
IEP, and one that is going
Para professional who can assist
through the review process.
throughout the lesson. I have to
adjust when needed to fit the need
of the students and make sure they
are following along with the rest
of the class.
English Language Learners Not in this class
Gifted and Talented
Learners
Students on 504 Plans
Struggling/Underperforming
Students
Family/Community/Cultural
Assets
Social /Emotional/Mental
Health
Other
SUPPORTING STUDENT LEARNING
Safety Issues to
Consider
Materials/Resources Teacher Materials:
Needed
 Notes regarding lesson,

presentation tools, reading
material
Note taking material and
textbook
Students' Materials:
Human Resources
Utilized
Co-teaching

Lesson slide show
Strategy:
Observe
☐ One Teach, One Assist
x One Teach, One
Not Required for TPA
Roles and
Responsibilities
☐ Station Teaching
☐ Parallel
Teaching
☐ Alternative Teaching
☐ Team Teaching
Teacher A: Tracy Stepka
Teacher Rich Bruns
B:
Not Required for TPA
Research-Based
Practices or Theories
LEARNING TASK IMPLEMENTATION
LAUNCH - engage learners, set purpose, activate prior knowledge, pre-assess, etc.
Pacing Lesson
Instructional Strategies and Learning Tasks
Segments
5 min Introduction
Notes
INSTRUCTION/APPLICATION - procedures to acquire new knowledge and/or skills and
apply or use them in a meaningful way, instructional strategies, assessment, active engagement,
practice, feedback, differentiation, etc.
Pacing Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
20 min Lesson
Present the lesson content through an interactive slide show Gauge for
Content
presentation.
understanding
throughout
the lesson.
15 min Early
Students will be split up into small groups of 5. Each group Make sure to
History
member will be given a different ancient civilization. They notify
investigation will read their one page informal document and present what students that
they learned to their fellow group members.
if they have a
vocabulary
word on their
sheet they
have to share
it with their
group
members.
CLOSURE - student reflection on learning, assessment, etc.
Pacing Lesson
Instructional Strategies and Learning Tasks
Notes
Segments
10 min Conclusion Explain bell work activity, give student five minutes to
Make sure
complete activity, collect activity as students are leaving the students are
classroom.
aware the
nature of the
assessment.