Jorge Montes

Lesson Plan Form

CSUDH Teacher Education Department
Candidate:
Jorge Montes

Subject:
World History

Grade Level:
10th

Teaching Date:
04/10/15

Standard:
World History Standard 10.3.6: Analyze the emergence of capitalism as a dominant economic pattern
and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a
text, including vocabulary specific to domains related to history/social studies.
A. Description of Content & Content Type (Fact, Procedure, Concept, Principle): The central focus of
this lesson is to introduce students to the characteristics of capitalism, socialism, and communism. This
lesson will utilize simulations of each of these systems of economy. Students will participate in an
activity in which they will act out the central principles of capitalism and socialism. The teacher will
then initiate discussion and pose questions to have students reflect on how each system works.
II. Learning Outcome
Content objective: After participating in classroom simulations and a PowerPoint lecture, students will
be able to compare and contrast the similarities and differences between capitalism, socialism, and
communism through the completion of a guided worksheet.
III. Curriculum Connection (How lesson fits into larger unit sequence):
This assignment will serve mainly to introduce students to the principles of socialism and communism.
This lesson will be an introduction to the unit that focuses on the rise of Soviet Russia. The preceding
lesson focused on the Treaty of Versailles; the following lessons will focus of the reasons behind the
Communist Revolution in Russia as well as the rise of Fascism in Germany. This lesson is necessary as
students will not be able to understand the Communist Revolution without first understanding socialism
and communism itself.
IV. Instruction
B. Engagement (Motivational Activity):
The engagement activity will ask students to become entrepreneurs; students will need to think of a
type of business to start. Students will need to identify what goods or services this business will
provide. In addition, they will provide a name for their business. Finally students will need to explain
why it is important for businessmen to attract customers.
Students will volunteer, or be called on, to share the businesses they have created.
The teacher will then ask students to imagine a world in which they were not allowed to own a private
business and where they were not able to become wealthy. This will initiate a class discussion in which
the teacher will introduce students to the idea that these types of governments do exist in some
countries around the world.
C. Instructional Sequence (Teaching Methodology):
Step #1: Engagement Activity (15 minutes)

a. Students will perform the engagement activity previously explain above.

b. The teacher will lead a class discussion and introduce the new topics.
Step #2: Introduce Vocabulary (5 minutes)
a. Teacher will present the vocabulary necessary for this lesson. This vocabulary will be on the side of
the board and will remain there for the duration of the lesson.
b. Students will copy vocabulary terms and definitions onto their worksheets.
c. Vocabulary words are the following: private ownership, capital, social class, profit, class struggle,
workers revolt
Step #3: Capitalism Simulation (10 minutes)
a. Teacher will give each student one piece of chocolate, which will act as the students capital. Only
four students will receive eight pieces of chocolate.
b. Students will play rock, paper, and scissors against each other. The winner of each game will take the
piece of candy away from the loser. Students will have a chance to accumulate as much chocolate as
they possibly can. Once a student loses all of their candy, they must sit down.
c. After the round of rock, paper, scissors students will answer three reflection questions based on the
activity theyve just experienced. The questions are:
1.How much wealth did you end up with?
2.Was this game fair? Why or Why not?
3.What changes could be made to make sure the game is fair?
Step #4: Principles of Capitalism (10 minutes)
a. Teacher will lead students through a discussion, based on the reflection questions. Students will
present ideas of how to make the game fair. These ideas, along with all the student complaints about the
unfairness of the game, are perfect analogies to class struggle.
b. Teacher will present the key characteristics of capitalism: private ownership, competition, and
unequal social classes. This will be presented through a PowerPoint.
c. Students will complete the capitalism section of guided notes. Students will contribute to the class
discussion by volunteering to answer questions on guided notes.
Step #5: Socialism Simulation (10 minutes)
a. Teacher will take ALL of the chocolate back from each student. Students must make sure to
remember all thoughts going through their minds as this happens. Once all chocolate is collected the
teacher will redistribute it equally giving each student two-pieces of chocolate. Students will reflect on
what just happened by answering questions on guided notes.
b. Students will share their individual responses to these questions with their neighbor. Teacher will in
lead a discussion by asking students to share what theyve responded in their notes.
c. Students will be introduced to the key principles of socialism: government ownership of industry, no
competition, classless societies, and economic equality.
Step #6: Communism Simulation (15 minutes)
a. Teacher will ask students if theyd like to play another round of rock, paper, scissors or keep their

equal pieces of chocolate. Theoretically the majority of students should prefer to stay with their
chocolate rather than risk losing it. Teacher will explain that the decision to remain equal is an analogy
for communism.
b. Students will complete guided notes based on the remaining PowerPoint slides. These slides will
introduce the ideas of Karl Marx and the characteristics of communism.
c. Students will complete a graphic organizer by describing the primary characteristics of the three
systems of economy. The three systems will be side-by-side on this graphic organizer so that students
may distinguish similarities and differences between the three.
d. Teacher will ask for volunteers to complete the same graphic organizer projected on the board. This
will serve as a formative check for understanding.
D. Application Task: The summative assessment will be a series of short written responses. Students
will need to respond to a series of questions. The questions will describe a society; then students will be
asked which one of the three systems would the majority of citizens in each society support. Given
what theyve learned students will need to respond to each question in at least three complete
sentences. Each response must provide supporting evidence from this lesson. The last question will ask
students which system of government is most fair. Similarly to the previous responses, this response
must be at least three sentences and must contain supporting details from the lesson. These questions
will be attached on a page in the guided notes package; students will only turn this page into me at the
end of class.
E. Materials & Resources: Students will have a printed lesson packet, which includes the following:
engagement activity questions; vocabulary terms; Capitalism, Socialism, and Communism activity
guide; a graphic organizer; and the summative assessment questions. The following are also needed for
the lesson:
Chocolate
Pen/pencil
V. Assessment Strategies: The teacher will use formative and a summative assessment throughout the
lesson. The summative assessment will be a series of written responses. Students will need to respond
to a four final questions. Theses responses must be at least three sentences long and must have at least
one piece of evidence from the lesson. The rest of the guided worksheet serves as a formative
assessment. I will be checking for understanding by randomly calling students to provide answers as
the lesson progresses. The graphic organizer at the end of the PowerPoint portion of the lesson serves
as a formative check for understanding. The graphic organizer brings together all the key information
regarding each economic system. Teacher will be able to identify the students who have not yet
mastered the content taught in this lesson. During the individual summative assessment portion of the
lesson, I will be checking with individual students to make sure all information on their graphic
organizer and their questions is correct; if not, I will redirect students accordingly.
VI. Accommodations for Individual Learners: The teacher will constantly scan the room, paying
specific attention to EL students and those with an IEP. Teacher will make sure to check in with these
students for understanding. In addition, the teacher will provide the key terms and definitions on the
board. This is vocabulary that students will encounter during the exercise. The vocabulary will remain

on the board for the entire period for students to use as a resource if needed. The graphic organizer also
serves as a scaffold as it helps students compare and contrast the differences between the three
economic systems. The graphic organizer will have an individual space for students to write down the
principle for each system; this will give students a visual to distinguish the similarities and differences
between the three. The graphic organizer will also be useful in answering the four culminating
questions of this lesson, as it will serve as a key point of reference.
VII. Homework (if appropriate): N/A

Lesson Plan Rubric- Please attach to lesson plan

Name:______________________________
Class:_______________________
_____/
5

Resource

Resource brought to class week________.

Standard

Content Standards
English Language Arts Standard and
English Language Development Standard
Describe lesson content using PACT rubric planning 1-3

_____/
5
_____/
10
_____/
10

_____/
5

I. Description of
Content and
Content Type
II. Objective
(Learning
Outcome)

III. Curriculum
Connection

_____/
5

IV. Instruction
A. Engagement
(motivational
activity)

_____/

B. Instructional
Sequence
(teaching

Objective (should match application activity) is clearly stated in one sentence

and includes:
Audience
Behavior
Condition
Performance
Unit Topic
Previous Lesson
Next lesson

Motivational activities are clear and

Activate prior knowledge or experiential backgrounds or interests.
May provide information to the instructor as to what the learners alrea
know about the content or skills to be covered.
Do not begin instruction in engagement
Teaching methodology with student activities are well organized, adequately
detailed, and the strategies used are appropriate to the subject matter and
standard.

20

methodology and
student activities)

Constructivist
_____/
15

_____/
5

C. Application
Activity (Practice
and/ or Reflection)

The lesson has a clear focus

Differentiation of instruction provides access for all students.
Clear strategies for developing academic language.
Minimum of 5 steps with a) specific instruction and b) active
participation/checks for understanding for all students.
Must include a summary or closure activity where students summarize
newly learned concept and procedures.
Learners have an opportunity to intellectually engage with the content. There
is a difference between participation in learning tasks, i.e., following
instructions to complete the activity, vs. intellectual engagement with the
learning task, i.e., thinking about the content throughout the activity so that ne
learning occurs. Plans draw on students prior learning as well as experientia
backgrounds or interests to help students reach the learning segments
standards/objectives.

Effectively provides practice or reflection on the subject matter and fit

with the strategies used.
Knowledge and skills developed in the instructional sequence are
applied in a different context.
How will students apply what they have learned?

D. Materials and
Resources

Material list is complete and appropriate for the lesson.

_____/
5

V. Assessment
Strategies
(Methods for
Obtaining
Evidence of
Learning)

Assessment strategies should relate directly to the lesson objective and are
appropriate to the subject and teaching strategies. Include:
Task Analysis and Diagnosis for the lesson
Formative assessment for the lesson
Summative assessment for the lesson

_____/
10

VI.
Accommodations
(Strategies used to
differentiate
instruction during
your lesson)

Do not include anything that was not written in the engagement, instruction or
application part of instruction. Explain:
Language demands including genre
Vocabulary that might be demanding
Strategies for developing academic language
Scaffolds to provide access to content for all students
Extension activity

_____/
5

Accommodations for students with IEP if applicable

VII. Homework (if
applicable)
100 Total

5-Excellent, full accomplishment 4-Good, substantial accomplishment 3- Acceptable

2-Fair, partial accomplishment 1-Attempted, little accomplishment 0-No attempt