LESSON PLAN

Name: Jeremiah Beaver Date: 3/14/2024 Lesson Start and End Time:
9:29-10:19 (50 minutes)

Academic Area: Grade Level: 11th Co-op initials with date:

Social Studies
Pre-Instruction Planning
Topic British Colonialism in Nigeria
PA Anchor/Standard or Standard 8.4.12.D.
Eligible Content Evaluate how conflict and cooperation among social groups and
organizations impacted world history from 1450 to Present in Africa,
Americas, Asia and Europe.
• Domestic Instability • Ethnic and Racial Relations • Labor Relations
•Immigration and Migration • Military Conflicts
Lesson Objectives Students will be able to:
 Develop interpersonal skills through professionally
debating and disagreeing with one another.
 Evaluate the pros and cons of imperialism through the
eyes of the British and Igbo people.

Materials Debate PowerPoint/ Questions, Printed student debate notes,

pencils/paper, Computer/Devices
Planning for Learners Differentiation:
Process:
The process of the lesson is differentiation through multiple
means of engagement. The student-oriented structure of the
lesson allows students to lead the debate and discuss the
elements of the novel that they find interesting.
Product:
The product of the lesson is differentiated by providing students
multiple opportunities to meet learning objectives. Students can
be active participants in the debate, help construct their groups
written notes, or complete the self-reflection at the end of the
lesson. This variety increases the appeal to my students and
makes it more likely that they will be able to display their
knowledge of the content.
Modifications/Accommodations:
Pd 3: Students will be encouraged to cross examine their peers
and think more critically than other classes. Supplementary
questions will be prepared in advance for this class.

11-22
 Pd 5: GIEP students will be the discussion leaders for their
groups. They are being given the responsibility of making sure
that their group is organized and that each member is
collaborating with others.
Pd 7: IEP students will be focused more on providing examples
and supporting their peers during the discussion.
Lesson Presentation
Introduction 1. The class will begin with a review of the debate rules
and regulations. After each group has been given
handout of their written responses, they will be given a
moment to look over their materials and prepare for the
first question.
Sequence of activities 2. After each group has been given time to prepare begin
including assessments the debate. The anti-British group will be the first group
to respond. Read each question out loud and then allow
both groups to respond. Take notes during each group’s
response to ask follow-up questions.
 Are the British doing something wrong? Or are they
simply introducing new Ideas to the Igbo?
 Do the Igbo have beliefs and customs that are wrong? Or
are they just different?
 Are the Igbo people already civilized? Or do they need
civilized?
 What have the Igbo lost since the Europeans arrived?
What have they gained?
 Would the Igbo people be better off if the Europeans
stayed away? Should the Europeans be kicked out?
3. After both groups have responded to each question,
make sure to provide them with the opportunity to ask
questions of their own. Groups can ask clarifying
questions or other questions focused on the topic of the
debate. Rephrase student-asked questions if they are
poorly worded or confusing to the other group.
Lesson Wrap-up 4. Conclude the lesson with a student self-reflection.
Students will open the “debate review” assignment in
Teams and answer the following questions:
 Were there any questions that you found difficult to
answer?
 Did you agree with your side of the debate? How did you
feel creating answers and making claims that you didn’t
believe?
 Did you feel prepared?
 What did you learn from this assignment?
Once students complete their self-reflections, the lesson is
concluded.
Self-Evaluation

11-22