AP WORLD HISTORY

LESSON PLAN PROJECT

Your lesson plan will have 5 parts:

1) A formal write-up of your lesson plan.

2) A process paper
3) An annotated bibliography citing your sources and annotating them
4) Daily Log of Work and Homework.
5) Three multiple-choice questions on your topic that may be used on the Unit Five Test.

The final draft of your lesson plan is due Tuesday, June 1st or Wednesday June 2nd.
They must be typed, with no spelling or grammar mistakes.

A word about grading:

1. This assignment will count for 1 test grade. Rubric attached.
2. You presentation will be 1 test grade. Rubric attached.

Your grade for this exam/project will depend upon you fulfilling all requirements
completely. Be sure to read the rubric to know what I am looking for. Try to have fun!
Use this as a way to assess what you’ve learned about yourself and your learning style
your sophomore year! Create a lesson YOU would like to be taught!

Part #1: Formal write-up of your lesson plan

Each teacher learns how to write up a formal lesson plan. Styles vary, but the
format I use includes: objectives/goals, time, materials, procedure, and assessment. Put
together, these categories give someone else a clear idea of what your lesson is about
and how to teach it. I’ve pasted in an example of a lesson plan:

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Name
Date
AP World History
# students (B-24, F-22)

Objective: Students should be able to evaluate pictures from the 1920s and 1930s
looking for key themes and events. Students should be able to express in writing and
verbally which themes and events are the most descriptive of the decade. (Here you
need to explain what students should walk out of the classroom being able to do: ask
yourself: what should students learn to do in my lesson plan?)

Time: This lesson should take two 55 minute class periods. (You can make your lesson
plan take as many periods as you’d like.)
Materials: (list what materials you will need to complete the lesson-including, projector,
DVD player, etc.)
Procedure: (tell step by step what a teacher and a class does during your lesson;
pretend you’re laying it out for a substitute and give all directions needed to teach the
class. Make sure to include how long each part takes.)
 1) Students will enter, pick up papers and sit in assigned seats. Teacher will
introduce new unit on the Interwar Years and WWII, and review schedule for the week
and HW for the following day: Weimar Republic reading and questions. Teacher will
explain directions for the assignment “Images of the 1920s & 1930s.” (approx. 5
minutes)
• Students will work with their 9:00 partners and will look through the
images of the 1920s (save the 1930s for later in the period).
• Students will GUESS what each image means/represents and why it is
important and write their guess in the “Your thoughts” section for each
picture. Students should use background knowledge, knowledge from our
WWI unit, and their imagination.
2) When most pairs have finished most images (approx. 15 minutes), the class will
reunite and the teacher will project each image on the board. The class will brainstorm
ideas, the teacher will add specifics, and students will take notes for each image in the
“Our thoughts” section. (approx. 25 minutes)
3) Students will then break into their 2:00 partners, and will repeat directions with
the images of the 1930s. The class will then take notes on images of the 1930s
together. (approx. 25 minutes) This will likely have to be continued next class.

Homework: Due: None, as there was a full-period quiz the preceding class.
Assigned: Weimar Republic Reading and Questions. (What’s the homework?)

Assessment: Participation, individual check-ins, and HW will help me assess their

success in this lesson. (How will you figure out whether students have learned what
you’ve tried to teach? How will you assess them?)

Part #2: Process Paper

You will also write a process paper, approximately 2-3 pages in length, reflecting on this
project, the process of doing the project and your learning style. Answer these questions:

• Why you chose your topic

• Why and how you decided upon and/or designed your activities
• What challenges/triumphs you encountered during this process
• What you learned as a group and/or as individuals
• What was the process you went through in doing this project? What did you do
first, next, etc.? How did you approach the big, overall project? Retrace your steps
from beginning to end. I want you to THINK about the steps to attacking and
succeeding in a big project.
• Reflect on your learning style. How do you learn best? What tools do you need to
understand a topic? How is that reflected in your lesson plan?

Due the next day the class meets.

Part #3: Annotated Bibliography

You will also include an annotated bibliography citing your sources and annotating
them, typed of course! I recommend NoodleBib: see the librarians or me if you don’t
know how. Your must include the following:
 1) 2 primary source documents
2) 2 secondary sources that are not internet sources
3) 2 additional sources, may be internet

This makes a total of 6 sources.

Remember that the library web page has all the details you need to write a
bibliography if you choose not to use NoodleBib. Go to:
http://lhs.lexingtonma.org/Library/, “Resources,” then “Writing Center,” then click on
“Bibliographies.” You will then find “Citing Print Resources” for books, magazines and
encyclopedias, “Citing Non-Print Resources” for things like interviews, videos and tapes,
and “Citing Electronic Information Resources” for Internet pages. If you are having
trouble following the directions to write your bibliography, see me.
You can find NoodleBib at http://lhs.lexingtonma.org/Library/ Resources 
Writing Center  NoodleBib.

Your bibliography needs to be annotated, which means it is the information for the
book/website, then has a short paragraph that explains how each source was used. The
annotation belongs directly after the citation in the bibliography, on the next line. It is
single-spaced. Remember, this is a history course, and the annotation is the reflective
and analytical portion of the bibliography. Do not summarize! Annotation means critical
thinking!

Below the questions you should answer when annotating a source for this project.
Make sure to answer in full sentences in a paragraph!

• What kind of source is it? (newspaper, encyclopedia, company website) What’s

the purpose of the source?
• Who is the author? Could they be biased? What is the author's point of view?
• Who is the intended audience?
• Is the document founded on facts or opinion? Can you trust this source?
• How do you use this source in your research/writing?

Part #4: Daily Log of In-class Activities

List what you did during each class: what was accomplished, what part you worked on,
questions you have, homework you need to get done…This will be passed in with your
final lesson plan on June 2nd or 3rd. If you have any separate meeting with me, that
should be noted on your log.

Date In Class For Homework

Monday May 17th
Part #5: Multiple Choice

Write 3 multiple-choice questions that may be used on the Unit Five Test. These
multiple-choice questions should reflect the questions asked on the AP exam, meaning
that they should have 5 choices and not be too specific. Rather, your questions should
assess global historical understanding, AP themes, comparisons across time or place
and/or changes and continuities over time.

Checklist: Do you have everything?

When you pass your project in, put things in this order!

A formal write-up of your planned lesson plan according to the format I gave you:
Objectives Procedure
Time Homework
Materials Assessment

A process paper of at least 500 words.

An annotated bibliography citing your sources and annotating them, including the
4 required sources.
 2 Primary Sources
2 Secondary Sources (not internet)
2 Additional Sources

Daily Log of Work and Homework, all parts completed

______ 3 Multiple Choice Questions