UNLV/Department of Teaching & Learning

Secondary Lesson Plan

1. State Standards:
WH.33 Create, interpret, and utilize maps that display and explain the geo-spatial patterns of
cultural, economic, political, and environmental characteristics.
WH.34 Use demographic data to analyze various factors that shape human environment
interactions, including but not limited to: the impacts of disease, technology, economy, scarcity
of resources, and culture.
WH.35 Analyze how changes in the environment, technology, and cultural characteristics of a
place or region influence patterns of settlement, trade, and land use.
2. Teaching Models:
Direct instruction: the lesson and activities will be introduced directly

3. Objective:
Students will be able to analyze and understand the events and relationships between cultures
that led to the crusades

Materials and Technology Resources:

Projector, readings on canvas, computer for presenting introduction and readings, worksheet.
4. Instructional procedures:
Students will be given a packet to be worked on over the course of the next few classes.
Readings will be in canvas for students to access as needed. The packet will contain a
culmination of graphs, maps, document analysis and other activities.
Motivation and engagement: students will be learning about the crusades. We will cover
how the crusades started, what fueled the crusades, and the lasting effects that came with
the many different crusades.
a. Developmental activities and learning experiences: (this is based on an 80 min period)
- (5-8 min) introduction: As students enter the classroom, they will take their seats
and attendance will be taken. Once all students have arrived, a brief introduction
will be given. For this activity, i'd like to start with a short video that covers the
entirety of the crusades in order to get student curiosity flowing and give a good
overview of the crusades as a whole.
- (10-15min): as a class, we will go through the first portion of the worksheet to
make sure everyone is clear on what they need to be doing. This includes reading
the first section to the class, discussing, and answering the question for that
particular section of reading.
- (15-75) Students will work through the different sections of the packet with the
time allotted for each. students will work in their groups to find answers to the
questions and we will regroup periodically to make sure they are getting the
information they need for each section.
- Where is the holy land: 5 mins
UNLV/Department of Teaching & Learning
Secondary Lesson Plan
- Holy sites: 8-10 mins
- Who controlled the holy land: 3 mins
- The roman empire: 10min
- Byzantine empire: 10
- Islamic Empire: 10 mins
- Seljuk turks and conclusion 12-15
- Why did the crusades happen 3 min
- 1st Timeline 5 min
- 75 min Wrap up
Day 2:
- 2nd + 3rd + 4th timeline: 15
- Summary: 5 min
- Doc 1: 5 min
- Doc 2: 5 min
- Doc 3: 5 min

6. Accommodations for diverse learners: I will make changes and accommodations based on the
ELL, IEP, and 504 students in my classroom.
7. Assessment and learning evaluation:
a. Formative: Students are making progress towards the goal of gaining a deeper
understanding into how ancient times affected and still affect our modern day societies.
Through roaming the classroom and participating in the discussions of different groups,
the instructor is able to evaluate learning and progress.
b. Summative: By participating actively in the presentation with their group, students will
show that they've achieved the goal.
8. Homework: None needed, assignment should be completed in class