Trine University | Franks School of Education

Lesson Plan for EDU 322 Academic Unit

Teacher Candidates: Ally Lung, Alexis Harmon, Claire Selking

Date: 10/19/2020 Grade: 6th

Day: 𝥁 M 𝥁 T 𝥁 W 𝥁 R 𝥁 F Subject: History Unit Topic: Analysis and Interpretation

State Standards
Identify the state standards used in your clinical setting.

State Standard # Standard

IN 6.1.23 Using primary and secondary sources to examine a historical account about an issue
of the time, reconstruct the literal meaning of the passages by identifying who was
involved, what happened, where it happened, what events led to these
developments, and what consequences or outcomes followed.

IN 6.1.24 Identify individuals, beliefs, and events that represent various political ideologies
during the nineteenth and twentieth centuries and explain their significance.

Essential Questions
Essential Questions can be open-ended, thought-provoking, call for higher-order thinking, require support and justification,
raise additional questions, and be revisited again.
Standard # Essential Question

6.1.23 Why do we revisit secondary and primary sources?

6.1.24 How can ideologies from the past connect to the future?

Observable Learning Outcomes

What observable student behavior will indicate that learning has taken place? What will be the certification referencing and
performance level?

As evidenced by…
☐ Criterion-referenced
☐ Growth referenced
☐ Norm-referenced Formative or
Standard # Students will be able to... ☐ Time referenced Summative

6.1.24 List key ideas (e.g. where, what Formative

happened, events, consequences)
from historical accounts on an activity
sheet

1
 6.1.23 Connect ideologies from the 19th or Formative
20th century to today in a class
discussion

Technology
How will you utilize technology in purposeful & meaningful ways?
Technology Used by Learners

☐ Interactive Whiteboard ☐ Laptop ☐ Calculator

☐ Wireless Tablet ☐ Smartphone ☐ Music
☐ Clicker ☐ Projector ☐ Presentation Software
☐ Other ____________ ☐ Document Camera

Technology Used by Teacher

☐ Interactive Whiteboard ☐ Laptop ☐ Calculator

☐ Wireless Tablet ☐ Smartphone ☐ Music
☐ Clicker ☐ Projector ☐ Presentation Software
☐ Other ____________ ☐ Document Camera

Materials Needed

List of items:
Laptops, Projector, and Clicker

Learning Activity 1:

What are students doing?

Read and Annotate a historical document and list the people, location, and other events revolved around it
in a group. They will then list the key aspects on an activity sheet.

Why is it important? The students in groups will be reading and annotating a

Students are going to read an important
document while going over the key aspects
with classmates to help comprehend the
material.
historical document. After doing that, they will need to
list the people involved (or groups), location(s), and other
events that may have been discussed in the article on an
activity sheet. Once they have finished they should
discuss the information from the historical document with
their groups.

Learning Activity 2:

What are students doing?

Connecting ideas about the 19th and 20th century to what is happening in today’s world.
2
Why is it important?
This allows students to receive all different
types of opinions from others who
experience different cultures and have
different bias about how the 19th and 20th
century have differed from today's current
issues with LGBTQ
The class will have a discussion about the historical
document and each group will talk about the article they
had. After the key details and ideas are discussed from
the article, then we will have the students bring up
stories or information they know about LGBTQ+ rights in
today's society. We will then identify similarities and
differences from both in class discussion and discuss the
importance of reflecting on old accounts of events.