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Historical Thinking Lessons

This lesson plan outlines a social studies lesson on analyzing historical quotes from figures involved with the transcontinental railroad. Students will be assigned a quote and asked to research the historical context and figure to understand the intended meaning. They will present their findings to the class. The goal is for students to practice critically analyzing primary sources and understanding historical bias. Students will work in pairs to research then present to facilitate discussion. The teacher will assess student understanding based on their presentations and gauge how well the critical thinking aspect of the assignment was clarified.

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165 views4 pages

Historical Thinking Lessons

This lesson plan outlines a social studies lesson on analyzing historical quotes from figures involved with the transcontinental railroad. Students will be assigned a quote and asked to research the historical context and figure to understand the intended meaning. They will present their findings to the class. The goal is for students to practice critically analyzing primary sources and understanding historical bias. Students will work in pairs to research then present to facilitate discussion. The teacher will assess student understanding based on their presentations and gauge how well the critical thinking aspect of the assignment was clarified.

Uploaded by

api-330326293
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Daily Lesson Plan Outline for Social Studies Education - UW

Resident Teacher:
Date of Instruction:
Lesson Title: _Transcontinental Railroad Quote Exploration_
Course Subject: US History
Grade Levels: 8th
Amount of Time (e.g. 45 minutes):
1. SOCIAL STUDIES STANDARDS
A. 1-3 Wyoming State Social Studies
Standards
B. 1-3 National Council for the Social Time, Continuity and Change. Knowledge and understanding of
Studies Thematic Standards
the past enable us to analyze the causes and consequences of
events and developments, and to place these in the context of the
institutions, values and beliefs of the periods in which they took
place.
C. 1-3 District/Department/School
Time, Continuity and Change - Students demonstrate an
Standards if applicable
understanding of the people, events, problems, ideas, and cultures
that were significant in the history of our community, state, nation,
and world.
2. LEARNING TARGETS/OBJECTIVES (Must be measurable. Bold the learning verbs.)
A. Students will be able to
Find and justify the historical significance of a historical figure.
B. Students will be able to
Explore the historical context in which a quote was written.
C. Students will be able to
Explain their findings to the class.
3. CONTENT CONSIDERATIONS
A. Central Focus of the Lesson (1)
B. Essential Question (1)
C. Supporting Question (2-4)

D. Academic Language: [List


vocabulary words and any
prefixes/suffixes, academic terms]
E. Disciplinary Connections
F. Real World Connections

Critically analyzing sources to find their accurate historical context.


Using what you have learned and the research you have done what
do you think your person is saying about the railroad?
What did ______ do for a living?
Where were they born?
What nationality were they from?
What kinds of Biases would this have led to?
How would those biases effect their view of the railroad?
Primary Sources
Historical Bias

4. OPENER (How will you catch or hook students to engage them in the beginning of your lesson?)
Hook:
Has someone ever taken something you have said out of context
and twisted it to make it mean something different that you meant
entirely?
5. INSTRUCTION (Not all parts of the lessons body may be utilized)
A. Beginning of lesson
The beginning of the lesson is going to primarily be focused on
describing primary sources. I will define it and then we as a class
will discuss why they hold importance in our study of history?
10 Min
B. Middle of lesson
In the middle I will give a short intro with direction first. The students
will be asked to find a quote from someone who was directly
involved with the transcontinental railroad. They will then be asked

Daily Lesson Plan Outline for Social Studies Education - UW

C. End of lesson

to research the life of the person and the context of the quote in
order to derive the most accurate meaning as possible.
5 Min
The students will then break into pairs and complete the
assignment.
30 Min
The final 45 minutes the pairs will be asked to present their findings
to the class and I will lead a discussion on the new material learned.

6. STUDENT ENGAGEMENT WITH CONTENT (Multiple pieces of evidence of student learning)


A. Low Level Questions
What is a primary source?
(Knowledge/Remembering and/or
Comprehension/Understanding)
B. Middle Level Questions
Why are they useful in studying history?
(Application/Applying and/or
Analysis/Analyzing)
C. High Level Questions
Why do we have to research the context and the meaning of
(Synthesis/Evaluating and/or
something and not take it just at face value?
Evaluation/Creating)
Knowing the information that you have found what does this mean
the person is trying to say about the railroad?
D. Explain how the data informs
This lesson in meant as an introduction to a unit on the
future instruction:
transcontinental railroad and the successfulness of the
presentation tells me first how well the assignment was clarified.
And then it also will show some students critical thinking ability as
the majority of the assignment is critical thinking.
7. ENRICHMENT/ELABORATION (Include one enrichment activity for students who might finish early)
What enrichment activities are
Since this is an introduction lesson if the students finished early I
offered for students in this lesson?
would ask them to look up some interesting facts about the railroad
that they could also share with the class in their presentation.
8. LEARNING SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support This is a lesson for 8th grade students so I will structure the lesson
struggling learners?
and student discovery heavily. There will be a list of questions to
follow and they will be allowed to work with one other person/
9. BEHAVIORAL SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support The assignment will be graded basically on participation and I will
behavioral issues?
make it clear that not being on task will result in a zero on the
assignment.
10. MATERIALS & RESOURCES NEEDED (Describe any handouts, readings, materials, and resources)
What materials are needed to
I will need a computer for each student so that they can do their
have ready to use for this lesson? reseach.

Resident Teacher:
Date of Instruction:

Daily Lesson Plan Outline for Social Studies Education - UW


Lesson Title: Cold War Political Cartoon Analysis___
Course Subject: US History
Grade Levels: 10-11
Amount of Time (e.g. 45 minutes):
11. SOCIAL STUDIES STANDARDS
A. 1-3 Wyoming State Social Studies Citizenship, Government, and Democracy - Students analyze how
Standards
people create and change structures of power, authority, and
governance to understand the continuing evolution of governments
and to demonstrate civic responsibility.
B. 1-3 National Council for the Social Power Authority and Governance Through study of the dynamic
Studies Thematic Standards
relationships between individual rights and responsibilities, the
needs of social groups, and concepts of a just society, learners
become more effective problem-solvers and decision-makers when
addressing the persistent issues and social problems encountered
in public life.
C. 1-3 District/Department/School
Standards if applicable
12. LEARNING TARGETS/OBJECTIVES (Must be measurable. Bold the learning verbs.)
A. Students will be able to
Discuss what they see in a series of political cartoons.
B. Students will be able to
Explain what they think each cartoon means.
C. Students will be able to
Analyze different aspects of the cartoons to give them a more
accurate understanding.
13. CONTENT CONSIDERATIONS
A. Central Focus of the Lesson (1)
B. Essential Question (1)
C. Supporting Question (2-4)
D. Academic Language: [List
vocabulary words and any
prefixes/suffixes, academic terms]
E. Disciplinary Connections
F. Real World Connections

The Central focus is for students to begin to understand


propaganda and what its purposes were as well as its apparent and
actual meanings.
How does understanding propaganda help us in our everyday life?
Who was this cartoon intended for?
What was the cartoons intended purpose?
Political
Primary Source
Intended
We are subject to propaganda every single day and before taking
things literally it is important to understand that these things are
mean to bring some sort of response out of you and you need to
decide if this is a good thing or not before believe everything at face
value.

14. OPENER (How will you catch or hook students to engage them in the beginning of your lesson?)
Hook:
I would like to show a political commercial from the last election and
discuss that for a minute to show the student how the material to be
covered today in applicable to them right now.
15. INSTRUCTION (Not all parts of the lessons body may be utilized)
D. Beginning of lesson
I would like to show a political commercial from the last election
and discuss that for a minute to show the student how the material
to be covered today in applicable to them right now. I will ask
Who is the commercial meant to benefit?
Who is the commercial meant to hurt?

Daily Lesson Plan Outline for Social Studies Education - UW

E. Middle of lesson

F.End of lesson

Can you take the commercial literally knowing the background


and bias associated?
5 Min
For the majority of the class we will work through a series of
political cartoon from the cold war era. Each cartoon we will look
first at the subject, then analyze the figured used to convey the
subject. Then we will discuss the context in which the cartoon was
conveyed. Finally, we will locate the bias and decide if the cartoon
is effective or not.
40 Min
The last 5 min will be a review of what we have talked about
highlighting the important understanding where information is
coming from before we take it at face value.
5 Min

16. STUDENT ENGAGEMENT WITH CONTENT (Multiple pieces of evidence of student learning)
A. Low Level Questions
What do you see in the cartoon?
(Knowledge/Remembering and/or
What stands out right away?
Comprehension/Understanding)
B. Middle Level Questions
What part of the cold war does this cartoon address?
(Application/Applying and/or
Analysis/Analyzing)
C. High Level Questions
Does the bias behind the cartoon take away from its meaning or is
(Synthesis/Evaluating and/or
it successful?
Evaluation/Creating)
D. Explain how the data informs
One of the things I will be able to pick up on through this discussion
future instruction:
process is how much my student have actually picked up on the
Cold War. This lesson is meant to come in the middle of a unit so
that they have some background on some of the major events of
the Cold War so that they can draw the proper connections.
17. ENRICHMENT/ELABORATION (Include one enrichment activity for students who might finish early)
What enrichment activities are
I shouldnt need any because we are going to stay together for the
offered for students in this lesson?
entire class.
18. LEARNING SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support The visual from the cartoons should help some of the kids who
struggling learners?
struggle to listen or to read.
19. BEHAVIORAL SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support I think the best way to keep a discussion on track is to keep it
behavioral issues?
interesting, so my support will be to keep things going and keep the
kids interested.
20. MATERIALS & RESOURCES NEEDED (Describe any handouts, readings, materials, and resources)
What materials are needed to have A current commercial and a PowerPoint with various cartoons.
ready to use for this lesson?

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