LESSON PLAN SAMPLE #4

Learning Objective
- Student will demonstrate understanding of the historical thinking skills (historiography and
continuity and change) by analyzing and evaluating historical and contemporary texts. At
the end of the lesson, 90% of students will be able to describe, in writing, the concept of
historiography and continuity and change, with 100% accuracy.
Guiding Question
- What points of view are represented by the different historiographies of the American
Revolution?
- What does continuity and change imply about history and human nature?
Standards
RST 1
Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insight gained from specific details to an understanding of the text as a
whole.
RST 2
Determine the central idea or information of a primary or secondary source; provide an
accurate summary that makes clear the relationship among the key details and ideas.
WHST 2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Lesson Agenda Overview
- Warm Up (5 minutes)
- Lecture Intro. to historical thinking skills: historiography (10 min)
- Document analysis (historiography)
o Modeling (5 min)
o Individual student analysis (15 min)
o Class discussion/recap (10 min)
- Lecture Intro. to continuity and change (10 min)
- Document analysis (continuity and change)
o Modeling (5 min)
o Individual Student Analysis (15 min)
o Pair-Share (5 min)
o Class recap (10 min)
- Unit Project
o Overview (10 min)
o Questions to Consider (10 min)
- Exit Slip (5 min)
Lesson Cycle Component & Summative/Formative Assessments

Time

Engagement Exploration
Warm Up:
- Students will reference notes to activate prior knowledge. Students will be
provided two sources and will be asked to respond to the question:
o Which source can you trust more? Explain your response.

110

Lecture:
- Students will be taking Cornell notes during both lectures. Lectures will focus on
historical thinking skills.
Document Analysis:

(Historiography) After modeling, students will continue reading, annotating, and

analyzing historiography documents, individually. Students will also answer
guiding questions on graphic organizer.
(Continuity & change) Students will engage in individual analysis of document;
student will then have an opportunity to compare and contrast document with
partner.
Closing discussions - teacher will recap highlights of lesson and students will ask
any clarifying questions. Teacher will pose questions as well.

Guided instruction
- Using the document viewer, teacher will model how to annotate document and
will think aloud, explaining to student how/why information is annotated. Teacher
will do this twice (once per document).

10

Student practice
- Students will utilize documents, lecture notes (Cornell notes), and modeled work
to continue analyzing the documents.
- Teacher will visit each student to ensure students are on task and to respond to
any questions/clarifications/comments.
- Teacher will also visit students with special accommodations to make sure they
have a firm grasp on the instructions and tasks.
- Teacher will take note of common questions or misconceptions and address those
with the entire class.
- Teacher will also be noting common errors to ensure they are addressed during
closer or in future assignment.

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Closure
- Educator will recap the major points.
- Teacher will use equity cards to call upon students to share their annotations and
answer to guiding questions.
- Students will place work in file and teacher will review to provide specific
feedback.

10

LESSON PLAN SAMPLE #3

Learning Objective

Students will comprehend and analyze two secondary sources on the Industrial Revolution (focus
on natural resource extraction). At the end of the lesson, students will understand that the
Industrial Revolution was the beginning of a massive escalation of man-made climate change.
90% of students will explain 3 main ideas found in each source, with 100% accuracy.
Guiding Question(s)
- What role did natural resource extraction have in the Industrial Revolution?
Standards
RST 2
Determine the central idea or information of a primary or secondary source; provide
an accurate summary that makes clear the relationship among the key details and
ideas.
WHST 4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Lesson Agenda Overview
- Warm Up (5 min)
- Lecture: Industrial Revolution (10 min)
- Reading/text annotation: The Industrial Revolution and its Consequences
o Instructions/Modeling (3 min)
o Individual student reading (20 min)
o Annotations/Notes (10 min)
o Review (10 min)
- Brainstorm Session: Natural resources and the Industrial Revolution (10 min)
- Reading/text annotation: The Industrial Revolution and its Consequences (part 2)
o Instructions/Modeling (3 min)
o Individual student reading/annotating (20 min)
o Annotation/Notes (10 min)
o Class discussion/review (10 min)
- Exit Slip (5 min)
Lesson Cycle Component & Summative/Formative Assessments

Time

Engagement exploration
1- Warm Up:
- Students will respond to the question: What is climate change? Students will be
prompted to be prepared to share their responses.

95

3-Reading/text annotation: The Industrial Revolution and its Consequences

- After providing instructions and modeling, students will read and annotate
textbook section on voting, individually. Students with special needs and English
learners will be provided with an outline document for annotations.
- Teacher will review major concepts; students will ask any clarifying questions;
teacher will pose questions to check for understanding.
5- The Industrial Revolution and its Consequences (part 2)
- After providing instructions and modeling, students will read and annotate
textbook section on voting, individually. Students with special needs and English
learners will be provided with an outline document for annotations.
- Teacher will review major concepts; students will ask any clarifying questions;
teacher will pose questions to check for understanding.
- Teacher will review with students and ask (using equity cards) students to share
evidence they have found.

6-Exit Slip
- Students will respond to: How is the Industrial Revolution linked to climate
change?
Guided instruction
- Using the document viewer, teacher will model how to annotate document and
will think aloud, explaining to student how/why information is annotated.
- Teacher will visit all students to check for understanding, teacher will begin with
ELLs and students with special needs.

10

Student practice
- Students will continue read and respond to questions on graphic organizer.
- Teacher will visit each student to ensure students are on task and to respond to
any questions/clarifications/comments.
- Teacher will visit ELLs and students with special need first to ensure they have a
comprehensive understanding of tasks.
- Teacher will take note of common questions or misconceptions and address those
with the entire class.
- Teacher will keep written record of students that complete tasks for future
reference.
- Teacher will also be noting common errors to ensure they are addressed during
closer or in future assignment.
- Students will special needs will receive additional reading/graphic organizer
support with additional visual aids to assist them in locating key information.

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Closure
- Educator will review the major points and address misconceptions/errors.
- Teacher will use equity cards to call upon students to share their annotations and
answer to guiding questions.
- Students will place work in file and teacher will review to provide specific
feedback.
- Students will complete exit slip.

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LESSON PLAN SAMPLE #2

Learning Objective:

Students will engage in activity to determine persona bias, and how it influences their political
and social views. At the end of the lesson, 90% of students will be able to articulate, identify, and
evaluate bias in media sources, with 70% accuracy.
Guiding Question:
- How do we determine political and social bias in the mass media?
Standards:
WHST 4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
RST 1
Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insight gained from specific details to an understanding of the text as a
whole.
Lesson Agenda Overview
1. Warm Up (5 min)
2. Weekly Concept Recap (10 min)
3. Lecture: personal bias (15 min)
4. Determining Bias Video Clip/Discussion (25 min)
5. Determining Bias Graphic Organizer (15 min)
6. Classroom discussion (20 min)
7. Writing Prompt (20 min)
Lesson Cycle Component & Summative/Formative Assessments

Time

Engagement Exploration
1-Warm Up (5 min)
- Are you biased? If so, how?

100

2-Weekly Concept Recap (10 min)

- Students will share what they can recall from the week. Focus placed on
concepts.
3-Lecture: personal bias (15 min)
- Students will engage in interactive lecture that focuses on personal bias.
Questions will be posed that link personal to social/political biases.
4-Determining Bias Video Clip/Discussion (25 min)
- Students will watch various clips (10 min total). Clip will be stopped every 1-2
minutes. Prior to each clip, teacher will set up and pose question prior to
beginning video. Students will record responses to questions.
5-Determining Bias Graphic Organizer (15 min)
- Students will be provided with graphic organizer and will respond to questions,
utilizing notes from video.
6-Classroom discussion (20 min)
- Students will engage in classroom discussion and share responses to graphic
organizer.
7-Writing Prompt (20 min)
- Students will respond to prompt. Prompt will require using notes and work from
entire week.

Guided instruction
- Teacher will model how to fill in graphic organizer.
- Teacher will also facilitation class discussion.
- Equity cards will be used to call upon specific students.

10

Student practice
- Students will take notes and answer interactive questions during lecture.
- Students will apply concepts by answering questions on graphic organizer.
- Students will engage in classroom discussion utilizing answers from graphic
organizer and notes from lecture.
- Students will also respond to writing prompt.

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Closure
- Teacher will review main highlights of class discussion, recording them on the
board, to ensure students have captured key materials.

10

LESSON PLAN SAMPLE #1

Learning Objective
Students will analyze several sources (maps, charts, and images) to gain an understanding of
how imperial powers, namely British and Japanese, exerted unprecedented and massive power

and influence over the world. At the end of the lesson, 90% of students will be able to articulate
four main characteristics of the Age of Imperialism, with 100% accuracy.
Guiding Question(s)
- How important was the imperial age, in terms of both size and effect?
- What are the key economic, ideological, political, and religious reasons that European,
American, and Japanese colonizers stated to justify invading territories in other parts of the
world?
Standards
RST 2
Determine the central idea or information of a primary or secondary source; provide
an accurate summary that makes clear the relationship among the key details and
idea.
RST 7
Integrate quantitative or technical analysis with qualitative analysis in print or
digital text.
Lesson Agenda Overview
- Unit Organizer Overview (10 min)
- Imperialism Survey (20 min)
- Group Analysis of Quote/Maps (25 min)
- Quantifying Tables Data (25 min)
- Image Analysis (25 min)
- Exit Slip (5 min)
Lesson Cycle Component & Summative/Formative Assessments

Tim
e

Engagement Exploration
1-Unit Organizer Overview (10 min)
- Students will review unit organizer and ask questions for clarification.

100

2-Imperialism Survey (20 min)

- Students will fill in survey to activate thinking around imperialism. Survey will
include facts regarding imperialistic activities. Students will indicate if they
believe the statement is true or false.
- Students will discuss in class wide discussion each point.
3-Group Analysis of Quote/Maps (25 min)
- In groups, students will analyze quote and map on British imperialism.
- Students will respond to questions
- Students will discuss and share group findings on the quote
4-Quantifying Tables Data (25 min)
- Students will analyze table regarding territorial acquisition.
5-Image Analysis (25 min)
- Students will analyze image on life pre/post imperialism. They will compare and
contrast images and record findings. Students will share with the class.
6-Exit Slip
- Students will respond to exit slip. They will list 3-5 characteristics of Imperialism
from the lesson.
Guided instruction
- Teacher will model each activity using projector.

15

Students will be allowed to ask questions regarding instructions.

Teacher will release students for student practice once instructions and modeling
are done.

Student practice
- Groups will continue read, analyze, and discuss excerpts, quotes, images, and
maps in four different activities. They will respond to questions on graphic
organizer/guiding questions.
- Teacher will visit each student to ensure students are on task and to respond to
any questions/clarifications/comments.
- Teacher will visit ELLs and students with special need first to ensure they have a
comprehensive understanding of tasks.
- Teacher will take note of common questions or misconceptions and address those
with the entire class.
- Teacher will keep written record of students that complete tasks for future
reference.
- Students will special needs will receive additional reading/graphic organizer
support with additional visual aids to assist them in locating key information.

75

Closure
- Educator will review the major points and address misconceptions/errors.
- Teacher will use equity cards to call upon students to share their annotations and
answer to guiding questions.
- Students will place work in file and teacher will review to provide specific
feedback.
- Students will complete exit slip.