Claflin University
Claflin University
School of Education
Reflective Lesson Plan Model
Candidate Jayuntay Williams Date 4/4/2011
Course Number & Name EDUC 450- Professional Clinical Practice
Part I: Planning
|Title of Lesson |ABSOLUTE MONARCHIES AND THE EXPANSION OF CONSTITUTIONAL GOVERNMENT |
|Length of Lesson |How much time will I devote to this lesson? |
| |60minutes |
|Source |Is this lesson my original idea? If not, from what source did I borrow this lesson? |
| |SC PACT Coach, SC Reinforcement Guide |
|Subject Area(s) |World History |
|Grade Level |7th |
|SC Curriculum Standards |Standard 7-2: The student will demonstrate an understanding of the concept of absolute |
| |monarchies and |
| |Constitutional government in the seventeenth and eighteenth centuries. |
| |Indicator 7-2.1 Summarize the essential characteristics of the limited government in England |
| |following the Glorious Revolution and the unlimited governments in France and Russia, including|
| |some of the restraints placed upon a limited government’s power and how authoritarian and |
| |totalitarian systems are considered un-limited governments. |
| |Indicator 7-2.2 Summarize the ideas of the Enlightenment that influenced democratic thought and|
| |social institutions throughout the world, including the political philosophies of John Locke, |
| |Jean-Jacques Rousseau, and Baron de Montesquieu. (P, H) |
| |Indicator 7-2.3 Outline the role and purposes of a constitution, including such functions as |
| |defining a relationship between a people and their government, describing the organization of |
| |government and the characteristics of shared powers, and protecting individual rights and |
| |promoting the common good. (P, H) |
|Description of |What will students experience during the lesson? Give a brief description (abstract) |
|the Lesson |This lesson is a review of SC Academic standard 7-2. This was identified as a power standard |
| |to be addressed in order to help the students recover their knowledge about early forms of |
| |government. The students will recall that absolute monarchies gained power and that they had |
| |unlimited government control. There were also limited governments during this time, meaning |
| |the church and nobility had some influence in the operation of the government. The students |
| |will also recall the influences of philosophers during the Enlightenment period that influenced|
| |American ideologies. Such ideologies included the influence of the US Constitution, democracy,|
| |and US Declaration of Independence. |
|Background Information |What content will be taught? Report on the content. |
| |The students will recover their knowledge of limited and unlimited governments in Europe. The |
| |students will understand that unlimited governments gave full power to the king or queen. In |
| |limited government systems, the church and the nobility still had some influence in the |
| |operation of the government. The students will learn that absolutism gave full power to the |
| |ruler. It will be discovered, once again, that absolute monarchies became obsolete and there |
| |was a shift to constitutional government. Enlightenment Age philosophers were influential in |
| |the lives of the people and government. Their ideals were the foundation of the daily lives of|
| |people being influenced by their government. The philosophers believed that the people had a |
| |direct effect on the government and they ultimately shaped the government. The philosophers of|
| |contribution are John Locke, Jean-Jacques Rousseau, and BARON DE MONTESQUIEU. These |
| |philosophers, in individual ways, influenced democracy, natural rights, separation of powers, |
| |the constitution and the declaration of independence. Lastly, the constitution was outlined |
| |and it’s most important purposes. It was noted that a constitution should be effective one can|
| |never outline all needs of humans and the government into a single document. |
|Teacher Materials |What do I need to teach this lesson? |
| |Computer, SC PACT Coach Book, SC Reinforcement Guide |
|Student Materials |What do students need to participate in this lesson? |
| |Paper, pencil, notebook |
Part II: Objectives & Assessment
Write each performance objective and assessment in the appropriate box of the revised Bloom’s taxonomy table
COGNITIVE PROCESS DIMENSIONS
| |Remember |Understand |Apply |Analyze |Evaluate |Create |
|Factual Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |
| | |DESCRIBE THE IDEAS OF THE |DESCRIBE THE ROLE AND | |EXPLAIN THE CHARACTERISTICS OF | |
| |Assessment: |ENLIGHTENMENT AND THE EFFECT OF |PURPOSES OF A CONSTITUTION. |Assessment: |LIMITED GOVERNMENT IN ENGLAND AND |Assessment: |
| | |THE CHANGES ON THE DEVELOPMENT OF|Assessment: | |UNLIMITED GOVERNMENT IN FRANCE AND | |
| | |DEMOCRACY. |The student will answer | |RUSSIA. | |
| | |Assessment: |several questions within the | |Assessment: | |
| | |The student will answer several |PowerPoint and receive points| |The student will answer several | |
| | |questions within the PowerPoint |for mastery. | |questions within the PowerPoint and| |
| | |and receive points for mastery. | | |receive points for mastery. | |
|Conceptual Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |
| | | | | | | |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
| | | | | | | |
|Procedural Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |
| | | | | | | |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
| | | | | | | |
|Metacognitive Knowledge |Objective: |Objective: |Objective: |Objective: |Objective: |Objective: |
| | | | | | | |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
| | | | | | | |
Part III: Implementation
|Pre-assessment |How will I find out what students already know about this topic? When will this occur? |
| |The students will engage in group conversations on one of the 3 indicators, listing the things |
| |they know about the indicator. |
|Motivation |What will I do to make a connection between students and this lesson? |
| |The students will be rewarded for their attentiveness and for their mastery of each of the |
| |questions given for each indicator. the questions will be read from the SC PACT Coach Book. |
|Statement of Purpose |What will I say to explain the importance of learning this lesson? |
| |The purpoose of this lesson is to help the students recall the information taught during the |
| |1st 9week period. The students will be able to understand how important early events and |
| |ideologies in history influenced America as we know it today. |
|Procedure |Step by step and in detail, how will the lesson proceed? How much time will I devote to each |
| |step? |
| |The students will… |
| |-Come into class and take their seats. |
| |- be asked several questions within their groups and share their response to open the day’s |
| |lesson. |
| |-The students will engage in a PowerPoint presentation. |
| |- answer several questions within the PowerPoint to assess their retention of knowledge. |
| |-If time is permitted, complete several independent practice questions, formulated by each |
| |other. |
|Student Diversity |How will I address the needs of students who have already mastered the content? What other |
| |student differences will I accommodate in this lesson and how will I accomplish this? Be |
| |specific. |
| |Within the cooperative learning groups, the students will work together to help clarify any |
| |misconceptions or misunderstandings that their peers may have. the students will discuss all |
| |questions and topics addressed before consulting the teacher. It has been noticed, through |
| |observation, that the students help each other a great deal. With the diversity of views and |
| |formation of thoughts, the students are able to influence and teach their peers. |
|Closure |How will I conclude the lesson and relate it to future experiences? |
| |The students will give a synopsis of the standard, in preparations for their mini-assessment to|
| |be given tomorrow (4/5/11) |
|Extension Activities |What can students do at home or in the classroom to apply the knowledge or skills? |
| |The students will talk about the rules in which their lives are governed and discuss if they |
| |agree with them or would change in governmental rule or law. |
|Technology |How is technology applied meaningfully to this lesson? |
| |The computer will be used to display a powerpoint so that the students not only receive audio |
| |instruction, but they receive visual instructional aid. |
Part IV: Reflection
|Strengths |Describe the strengths of my instructional techniques, strategies, and classroom management. |
| |The students participated in the lesson by sharing things they remembered and by brainstorming |
| |what could have happened if the rule of the monarch was opposite of what he or she possessed. |
| |the students also answered several recall questions. |
| |Describe the strengths of student engagement. |
| |The students were motivated to answer questions posed by the teacher in an attempt to earn bear|
| |points(10 points) to make an 80 or better in their group for the day. the students are more |
| |attentive and take more detailed notes because they hope to gaint the most points possible. |
|Weaknesses |Describe the weaknesses of my instructional techniques, strategies, and classroom management. |
| |The students did not have as many activities to complete in their groups because this was a |
| |review. I felt as if the students did not need extensive, detailed activities to aid in the |
| |review. |
| |Describe the weaknesses of student engagement. |
| |The students looked to their peers to gain more insight on the distinction between limited and |
| |unlimited rule. This took some of the focus away from the lesson that was planned. |
|Suggestions for Improvement |What specifically can I do to improve? |
| |This lesson was a review, planned by the other 7th grade social studies teacher and I, to be |
| |completed in one day. this lesson could have been improved with more examples of limited and |
| |unlimited rule. More examples would have eliminated some of the questions that the students |
| |had about the power of a monarch who possesses limited or unlimited power. |
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KNOWLEDE
DIMENSIONS
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