Common Lesson Plan

Teacher Candidate: Matthew Remmich

Cooperating Teacher:
Ms. Poeppel and Dr. Houge
Grade Level: 12
Subject: History
Date: 3 March 2015
Common Core/State Standard(s):
8.H.2.3 Analyze the major sources of conflict that led to the Civil War.
8.H.2.4 Associate key individuals with their roles in the Civil War.

Planning

Learning Objective(s): Students will be able to(SWBAT)

Students will be able to understand key aspects of the Antebellum South including their
lifestyle, views of slavery and contributions to the American Civil War.
Describe how this lesson is developmentally appropriate:
What skills and content are needed to master the lesson objective(s)?
How is this objective relevant to students, their lives, and/or the real world?
What types of instructional strategies will you use to deliver the content? ( see
Appendix A)
How does your lesson reflect educational theories/theorists? ( see Appendix B)
According to Piaget's theory of cognitive development, students in the 8th grade have
entered the formal operational stage of cognitive development and are capable of
abstract thought and reasoning. This will be important as this lesson will make students
dive into abstract thinking and complex analysis to reason and understand how and why
the Antebellum South's way of life contributed to the Civil War.
In this lesson, I will also utilize the cognitive domain of Benjamin Bloom's Theory of
Taxonomy to challenge the students to remember, understand, apply, analyze,
evaluate, and create historical facts and interpretation regarding the Antebellum South.
To do this I will ask the students a series of questions that will challenge them in all
stated aspects of Bloom's Taxonomy.
Students will require skills in reading and understanding historical documents.
This lesson will help students to understand how aspects of a group's lifestyle and
others' objections to those lifestyles can cause a country to split and erupt into civil war.
Many aspects of what happened in Antebellum America are being similarly repeated
elsewhere in history and are even being repeated to this day. This lesson will teach
students how to recognize and analyze these events and how they can prevent another
catastrophic event similar to the American Civil War from happening again.
Students will also learn how the former enslavement of Africans led to the current racial
climate that we have in the United States today.
I will use a combination of direct instruction and student based learning to allow
students to find out the causes of the civil war. Students will read primary documents
from the time period and together we will find evidence of the causes of the civil war.

Pre-Assessment
How will you measure students readiness/level of understanding prior to
teaching this lesson? (e.g., KWL chart, SMARTboard responder quiz, whole-class
Q&A with response cards, individual student pre-test, etc.).
Pre-assessment will be issued via whole class question and answer session. I will ask the
students what they already know about the Southern United States before the Civil War
(Antebellum South). I will open the classroom up for discussion and assess the students
pre-existing knowledge through this discussion. There will be certain parts I will be
listening for and hoping to hear that I can expand upon.
Assessment
How will the students demonstrate that they have attained the goals of the
lesson?
Explain how the assessment aligns to the objective.
Include a copy of the lesson assessment.
Provide exemplar student responses/products (model outcome).
I will pass out a small packet of primary documents from the Antebellum South for the
class to read and analyze during the lesson. These letters will outline the culture,
practices and economy of the Antebellum south. The students will demonstrate that
they have attained the goals of the lesson by being able to read the primary document
resources and pull the evidence from the readings. I will assess their understanding by
consistently asking the class questions while ensuring that all students are following
along and understanding the content.
Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric, weighted
responses, checklist)
Report results in qualitative and/or quantitative format.
The post assessment will be completed by issuing the students an analysis guide for the
lesson. This analysis guide will give the students a handful of questions that they will
answer regarding what we went over in class and the reading of the primary
documents.
Key Vocabulary:
Technology needed:
List words that you will either introduce or
How will you use technology to
review which build background/schema
engage students in authentic
relevant to the content area.
learning experiences?
Civil War
How will you address diverse
Antebellum
learning needs through technology?
Confederate
SMART board and computer combination
Slave
will be used to present materials to the
Master
entire class. I will have pieces of the
Plantation
documents posted on the SMART board as
Cotton
we are going over them.
Tobacco
Other required materials:
Pen/Pencil and paper
Copies of primary documents.

Lesson Opening:
How will you
activate student interest?
present the learning objective(s) in an engaging and student-friendly way?
make connections to past learning?
convey the importance of the learning objective and make it relevant to
your students lives?
explain to students the sequence of instruction? (preview the activities for
the period)communicate what knowledge or skills students will be
expected to produce by the close of the lesson?
At the opening of the lesson I will ask the students what they know about the
Antebellum South. What are particular aspects that they remember from their prior
instruction. From this question I will expect an obvious answer regarding slavery and
plantations in the south. Then I will ask them what they know about the life of a slave.
What were their jobs? What were their lives like? How do they think their masters
treated them, fairly or abusively? From here I will hope to generate a short discussion in
the class. These will warm up their mind to the content and get them thinking critically
about the lesson as we are getting started. I will also be able to assess their existing
knowledge of the subject.
Lesson Opening:
How will you
activate student interest?
present the learning objective(s) in an engaging and student-friendly
way?

I Do

Lesson Plan Implementation

Accommodations:
What accommodations/modifications will you include for students with special
needs? (use contextual information ) How will you make accommodations for the
identified students during each phase of the lesson?
Input
Guided Practice
Independent Practice
Assessment
I will follow the accommodations on any IEPs.
Students with special needs will be handled on a case by case basis. Students who are
visually diabled or hearing disabled will be placed near the front of the classroom.
Students with learning disabilities will be given an adapted assignment and assessment
as well as guided practice on case-by-case biases. These adaptations will focus on the
students' particular strengths.

You Do We Do

Guided Practice
How will students practice, with your support, all content and skills required to
continue to internalize the objective? (How will students be engaged?)
How will you ensure that all students have multiple opportunities to practice
Independent Practice
How will you clearly state and model academic and behavioral expectations?
How will students independently practice the knowledge and skills required by
the objective?
Lesson Closing
How will you
Review the skills/content taught in an interactive manner (whole/small
group, individually)
Reemphasize and clarify the objective
Reassess students mastery of, or progress toward the objective? (if not
already assessed)

Refect Analyze

In the lesson closing I will restate my lesson objective and review the skills that I wish
for them to learn. I will ask one final question to the class. I will ask them how the way
of life in the Antebellum South affects our life today. From this question I will hope to get
an answer about racism, protesting by African Americans, and other such examples. I
will ask them if they have any additional questions or additional statements that they
would like to add before class ends.
After you have administered your assessments (formal or informal) for this lesson,
analyze the results.
How did the students perform on this assessment? To what degree did they
achieve mastery toward the lesson objective(s)?
How will you provide opportunities for remediation and extension?
Reflect on your effectiveness as a teacher based on the analysis of students
performance.
List two things you feel you did well to plan, implement, or assess
instruction.
Describe the changes you would make if you were to teach this lesson