Lesson Plan Template



Freshman Global Studies, Document-Based Questions Unit Common Core Standards: Grades 9-10 Reading Standards for Literacy in History/Social StudiesStandard (RH.9-10.1) Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and the origin of the information.Standard (RH.9-10.2) Determine the central ideas of information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.Standard (RH.9-10.3) Analyze in detail a series of events described in the text; determine whether earlier events caused later ones or simply preceded them.Standard (RH.9-10.4) Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social science.Standard (RH.9-10.10) By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 complexity band independently and proficiently.College and Career Readiness Standards for ReadingStandard (R.1) Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Standard (R.2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Standard (R.3) Analyze how and why individuals, events and ideas develop and interact over the course of text.Standard (R.4) Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Standard (R.5) Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene or stanza) relate to each other and the whole.Standard (R.10) Read and comprehend complex literary and informational text independently and proficiently.Standard (R.4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Standard (R.5) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Standard (R.7) Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Standard (R.1) Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Standard (R.4) Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task purpose and audience.Standard (R.6) Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Habits of Mind Activated:*Persisting *Managing Impulsivity *Listening with Understanding and Empathy *Thinking Flexibly *Thinking about Thinking (Metacognition) *Striving for Accuracy*Questioning and Posing Problems *Applying Past Knowledge to New Situations*Thinking and Communicating with Clarity and PrecisionBig Ideas: primary sources of history, particularly as distinguished from secondary sources, comprehension and interpretation of primary historical documents, reading between the lines in primary historical documents, judicious evaluation and use of evidence, citing sources, historiography and the primary historical document. This lesson aims to assist students in developing their own understanding of the difference between a primary and secondary historical document, as well as the different reading strategies scholars use in handling both kinds of documents, and how students can use those methods themselves. This lesson activates prior knowledge of all of the primary topics covered in the primary documents selected for this unit, as well as the fundamental historical methods of inquiry when dealing with any historical document, whether primary of secondary. Students will be able to participate in a guided inquiry using a teacher-adapted reading comprehension and interpretation worksheet in order to help them understand how to understand what is said—and, perhaps more importantly, what is not said—in primary historical documents.Classroom Aim/Essential Questions: will vary by lesson, but all will serve as questions to prompt inquiry about the subject at hand (see lessons summary below).Do Now: Do Now exercises for this unit will vary by lessonClass Work: In general, the lessons in this unit will be conducted as guided inquiries in order to serve the needs of students struggling with various issues in expressive and receptive language, reading comprehension, executive skills such as focus, inhibition, cognitive flexibility, and writing skills.Independent Practice: Varies by lesson.Methods and Materials:There are ten lessons in this unit:Lesson 1: Excerpt from The Rig VedaLesson 2: Excerpt from The King James Bible (Psalm 23)Lesson 3: Excerpt from The Analects of ConfuciusLesson 4: Excerpt from History of the Peloponnesian WarLesson 5: Excerpt from Plato’s ApologyLesson 6: Excerpt from The Annals of TacitusLesson 7: Excerpt from The Qur’anLesson 8: Excerpt from The Pillow BookLesson 9: Excerpt from The Magna CartaLesson 10: Excerpt from Popul VuhThis unit is designed with the struggling reader and learner in mind, as well as the student with attention span or executive skills issues. Essentially, this unit serves as a complement to the freshmen global studies units students will study during the year. Each lesson in this unit will generally follow the relevant lesson that provides the historical overview of the period from which the primary document id drawn. For example, after students have read and discussed the intellectual triumvirate of the ancient Greek world—Socrates, Plato, and Aristotle—and its lineage, they will read a salient excerpt from Plato’s Apology and answer the analytical and interpretive questions which accompany it. This unit also intends to expose students, particularly the struggling students whose needs it is meant to address, to primary historical documents. Furthermore, this unit aims to assist students in developing their own understanding of that the term primary source means and the kinds of questions a student must ask in order to analyze and interpret primary documents. Each lesson will be conducted as a guided inquiry, with student participation de rigeur so that they may construct their own understanding of how to participate in class when discussion primary documents.The readings and comprehension questions for the lessons in this unit are adapted from the McDougall Littell World History: Patterns of Interaction textbook for New York State. A full bibliographic citation may be found below, as well as other works consulted during the construction of this unit.Works Consulted:Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: ASCD, 1994.Beck, Roger B., et al. World History: Patterns of Interaction. Evanston, IL: McDougal Littell, 2007.Behrens, Lawrence, and Leonard J. Rosen. Writing and Reading Across the Curriculum. New York: Longman. 2003.Bloch, Marc. Trans. Peter Putnam. The Historian’s Craft. New York: Vintage, 1953.Bloom, Lynn Z., and Edward M. White. Inquiry: A Cross-Curricular Reader. Englewood Cliff, New Jersey: Prentice-Hall, 1993.Bruns, Jerome H. They Can But They Don’t: Helping Students Overcome Work Inhibition. New York: Viking Penguin, 1992.Connors, Neila A. Homework: A New Direction. Westerville, OH: National Middle School Association, 1992.DeFina, Allan A. Portfolio Assessment: Getting Started. New York: Scholastic, 1992.Gardner, Howard. Frames of Mind. New York: Basic Books, 1985.Gibbons, Pauline. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann, 2002.Gunning, Thomas. Assessing and Correcting Reading and Writing Difficulties. Boston: Allyn and Bacon, 2002.--------Building Literacy in the Content Areas. Boston: Allyn and Bacon, 2003.Highet, Gilbert. The Art of Teaching. New York: Vintage, 1989.Hirsch, E.D., Joseph F. Kett, and James Trefil. The New Dictionary of Cultural Literacy New York: Houghton Mifflin, 2002.Hirsch, E.D. The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Boston: Houghton Mifflin, 2007.Keene, Ellin Oliver, and Susan Zimmerman. Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann, 1997.Kramnick, Isaac, ed. The Portable Enlightenment Reader. Ndw York: Penguin, 1995.Lipson, Charles. Cite it Right: A Quick Guide to Citation Styles—MLA, APA, Chicago, the Sciences, Professions, and More. Chicago: The University of Chicago Press, 2006.Loewen. James W. Lies My Teacher Told Me. New York: Touchstone, 2007.Lomask, Milton. The Biographer’s Craft. New York: Perennial, 1988.Modern Language Association. MLA Handbook for Writers of Research Papers, Seventh Edition. New York: The Modern Language Association of America, 2009.Stevens, Mark A. Merriam-Webster’s Collegiate Encyclopedia. Springfield: Merriam-Webster, 2000.Strunk, William, and E.B. White. The Elements of Style. New York: Longman, 2000.Teed, Peter. Dictionary of Twentieth Century History: 1914-1990. New York: Oxford University Press, 1992.Tomlinson, Carol Ann. Differentiated Instruction in Mixed Ability Classrooms. Alexandria, VA: ASCD, 2001.--------and Jay McTighe. Integrating Differentiated Instruction and Understanding by Design. Alexandria, Virginia: ASCD, 2006.Trimmer, Joseph. The Essentials of MLA Style: A Guide to the System of Documentation Recommended by the MLA for Writers of Research Papers. New York: Houghton Mifflin. 1996.Wiggins, Grant, and Jay McTighe. Understanding By Design. Upper Saddle River, NJ: Pearson, 2006.Willis, Mary Sue. Deep Revision: A Guide for Teachers, Students, and Other Writers. New York: Teachers & Writers Collaborative, 1993.Wood, Karlyn E. Interdisciplinary Instruction. Columbus, OH: Pearson, 2005.Wood, Gordon. The Purpose of the Past. New York: The Penguin Press, 2008.Wright, Edmund. The Oxford Desk Encyclopedia of World History. New York: Oxford University Press, 2006. ................
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