CN Nationalism Aacps Lesson Plan Template 2
CN Nationalism Aacps Lesson Plan Template 2
CN Nationalism Aacps Lesson Plan Template 2
School
Grade/Class/Course
Christine Nolan
Unit/Topic
Lesson Sequence
Time/Date
Unit 2 Nationalism
10/24/16- 10:35-11:35am
Content Standard
How can I explain the concepts of nationalism & sectionalism and provide examples of both?
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Students are advised and reminded of the school's mandate of respect and safe environments in all
classrooms. The Growth Mindset concept is presented and participation is encouraged. "Not yet" and
"almost there" are encouraging phrases implemented often in the classroom. Desks are arranged in a
way to facility active learning and group settings. Routines include students outcomes (I can
statements), drills, and exit tickets on a daily basis. Students are expected to participate and complete
all classroom and homework assignments and encouraged to seek assistance if needed. Reviews prior
and following assessments are standard.
Teacher Name
School
Grade/Class/Course
Christine Nolan
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Teacher Name
School
Grade/Class/Course
Christine Nolan
Motivation/Warm-Up:
A Drill containing a question regarding the Monroe Doctrine and foreign policy will be presented in an attempt to connect prior knowledge the newly learned topic.
TEACHING for
LEARNING
Instructional Delivery
What specific strategies will allow all students to master the outcome?
Logical sequence and pacing of lesson components facilitate learning.
Opportunities are provided for modeling, guided practice and coaching.
Literacy skills are embedded to build student capacity.
Differentiation allows all students to progress towards mastery of the outcome.
Flexible, purposeful student groups facilitates learning.
How will you monitor for student understanding at checkpoints?
Planned, tiered questions monitor student understanding.
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Lesson Plan
At the conclusion of the drill, students will be provided a KWL Organizer and instructed to complete
the first two columns with evidence of their current knowledge of the terms Nationalism and
Sectionalism and their interests. Students will then be shown a video regarding this topic. They will be
instructed to add to their KWL organizer after watching the video. Next, each table of students will be
given rulers containing the terms Nationalism and Sectionalism and they are instructed to raise the
correct one as a team when witnessing various images. At the conclusion of this exercise, students will
be presented with two primary source texts of which they are instructed to identify whether the text
represents nationalism or Sectionalism and support their claim with evidence from the texts. Students
will be selected randomly using the equity sticks and instructed to share their responses. Next, students
will be introduced to national culture as it is displayed in paintings and literature. The next activity will
be of an art integration nature, either randomly selecting an art card and sharing with a friend their
creative representation of either nationalism or sectionalism or, if time allows, students will be shown 4
American national pieces of art in which they, as groups, will recreate the picture using their prior
knowledge of the tableau concept. Finally, an exit ticket will be provided requesting the students to
synthesize their knowledge of the topic and answer the questions, Do you think sectionalism could
lead to issues in the 1850s and in todays society?
Teacher Name
School
Grade/Class/Course
Christine Nolan
Lesson Plan
How does the lesson ensure students are consistently involved and sustain interest?
Students are clear about what they are learning.
Students share previous learning and personal connections with new content.
Students make connections within and beyond the content.
Students exhibit perseverance on challenging tasks.
Students culture is a vehicle for learning.
Effective integration of technology supports student learning.
Introduction to the topic will be provided through the outcome so they are clear on the learning
objectives. Instruction will include presenting the material via Smart board, video and through images
and art.. Students will be able to connect prior knowledge to this lesson and apply it to future lessons
as well as the present day political environment. Students will be challenged to interpret primary
sources to form determine the meaning and intent of the quotes. Students will move fairly quickly
from one exercise to another to allow for active learning and maintaining of interest. Presentation of
various technology and visual, audible and kinesthetic learning will maintain interests.
Students will demonstrate their new learning and multiple perspectives through their own inferences,
additional information collected upon receipt of new learning, and apply new learning creatively and
in determining their opinions of causes and effects of the topic.
Students will be tasked with recalling prior lessons, understanding past and present concepts and
perspectives, while applying new learning to draw opinions. They will be tasked with analyzing
primary source documents and evaluating prior political and social environments while connecting
with previously learned concepts (Louisiana Purchase, War of 1812, Presidents Madison and Monroe),
and applying to them to the present day two party political environment. Lastly, they will be recreating
images of nationalism and evaluating art and/or opinions while supporting them with evidence.
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Lesson Plan
Formative assessments will primarily be utilized in this lesson including the students results on the
graphic organizers, their participation and explanations during sharing and active learning exercises and
assessing their critical thinking when evaluating art and images and in their decision making within the
lesson. The desired outcome is aligned with the learning activities through the students verbal and
written evidence of their critical thinking. The students will reflect on this learning experience when
deciding which topic and stance (political and social influence) they would most likely align. Further,
an exit ticket will reinforce their level of understanding through providing evidence of their ability to
comprehend the topics and apply their knowledge to a high order question.
Teacher Name
School
Grade/Class/Course
Christine Nolan
Teacher Reflection
How did this lesson demonstrate:
Rigor = Content Knowledge + High Expectations + Higher Order Thinking
Relevance = Background Knowledge + Connection
Quality Learning Environment = Relationships + Cultural Proficiency +
Engagement?