CSULB History Social Science Lesson Plan Template Name: Ishmael Pluton

Lesson Title:

Historical Thinking Skill: Comparison; World

Economic Systems (Continued)

Unit Central Historical

Question(s):

Why did the Treaty of Versailles

fail to keep a lasting peace?

Subject / Course:

Modern World History

Grade:

10th

Lesson Duration:

2 x 55 min.

Date: 03/14/16

Why did nations turn to totalitarian

regimes?

Content Learning Objective (content and product):

Day 1: After a completing a warm-up, working in table groups on an idea grouping activity, and teacher
modeling of how to complete a paper outline, students will be able to create one body paragraph in a prepaper outline comparing/contrasting two different things/ideas.
Day 2: After completing a warm-up on grouping, completing a T-chart comparing Italian Fascism with
German Fascism, working in groups to group ideas and documents, and watching the teacher model one
body paragraph of the outline, students will be able to create one cohesive paper outline in their groups
comparing the two complex economic theories and ideas of Italian Fascism and German Fascism.

Historical Thinking Learning Objective (thinking skill and product):

After completing this two-day lesson, students will be able to take two (or more) complex ideas and break
them down in order to write a comparative paper. This addresses both historical thinking skills of comparison
and evidence and interpretation by explicitly teaching the skill of comparing ideas, things, people, etc. in
history.

Historical Thinking Skill, California Content, and Common Core Standards Addressed:
Historical Thinking Skills:
- Comparison
- Evidence and Interpretation (Sourcing)
California Content Standard:
- Standard 10.7 Students analyze the rise of totalitarian government after World War I
Common Core Standards:
- RH 10.1 Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information
- RH 10. 2 Determine the central ideas of information of a primary or secondary source
- RH 10. 9 Compare and contrast treatments of the same topic in several primary and secondary
sources.
- WHST 10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Narrative Summary of Tasks / Actions:

CSULB History Social Science Lesson Plan Template Name: Ishmael Pluton

Day 1:
1. Warm-up 10 min.
- Hamburger vs. Hotdog activity
- Pass out worksheet as students enter
- Directions on PowerPoint
- 5 min independent, 2 min share, 3 min class discussion
2. Grouping Activity 5 min.
- Students group ideas on t-chart into 4 categories
- 3 min. small group discussion, 2 min. class discussion
3. Teacher Modeling 5 min.
- Pass out outline
- Teacher models how to complete one body paragraph of an outline using document camera
4. Student Outline Activity 18 min.
- Each student is assigned a grouping to create a body paragraph outline for
- Students work to create one cohesive essay outline comparing hotdogs and hamburgers
5. Closure: Homework 2 min
- Students assigned two documents based on seat number:
o Seat 1: Textbook reading, Document A, Image 2
o Seat 2: Textbook reading, Document B, Image 1
o Seat 3: Textbook reading, Document C, Image 1
o Seat 4: Textbook reading, Document D, Image 2
- Students must read documents and answer sourcing question worksheet for each (30-40 min. of
homework)
- Collect outlines as students file out (must be graded and returned next class)
Day 2:
1. Warm-up 5 min.
- Students are asked to discuss with their groups the different ways to group laundry. Use
whiteboards and markers to show their groupings. Teacher writes ideas on the board.
- Teacher discusses relation to grouping ideas/sources for a paper. As long as you can justify the
grouping effectively, you can group the ideas in for a paper
2. Prompt 2 min.
- Students given prompt for that goes along with sources they looked at last class
- Clarify any questions about prompt
3. T-chart 15 min.
- Students Source documentsthey might not all have completed this for homework (5 min)
- Students make T-chart for the sources they are working with comparing Italian Fascism with
German Fascism (10min)
4. Student Grouping Activity 8 min.
- Students are tasked with grouping sources to answer prompt.
- Directions on PowerPoint
- Students share groupings with class via whiteboards
5. Outline Activity 20 min.
- Pass out student outline from last class on Hamburgers and Hotdogs as an example to work from
- Students each work on one grouping (body paragraph) at their tables each and create one cohesive
outline for their table
- Directions on PowerPoint
6. Closure Class Discussion 5 min.
- Teacher led discussion (possibly use whiteboards again here?)
- Ask students what challenges they had
- What was easy?
- Will they use this method on future comparison essays?
- Exit slip: one sentencewhether or not they would use this breakdown (t-chart, grouping, and
outline) to write future comparison papers and why. Students write on quarter sheet and turn in on
way out of class.
- Homework: Turn outline into a cohesive paper (2 class periods to complete rough draft for peer
edit)
Materials / Equipment:

CSULB History Social Science Lesson Plan Template Name: Ishmael Pluton

Day 1:
Day 2:
-

Hamburger vs. Hot Dog T-chart (copies)

Lap top
PowerPoint
Projector
T-chart graphic organizer (copies)
Paper outline graphic organizer (copies)
Sources (copies)
Sourcing worksheet (copies)
Small whiteboards for tables
Markers
Lap top
Projector
PowerPoint
T-chart graphic organizer (copies)
Paper outline graphic organizer (copies)

Inquiry-Based Lesson Plan for History-Social Science

1. Anticipatory Set
Day 1:
Day2:
-

Time: 10 min, 5 min.

Hamburger vs. Hotdog activity

Pass out worksheet as students enter
Directions on PowerPoint
5 min independent, 2 min share, 3 min class discussion
Students are asked to discuss with their groups the different ways to group laundry. Use
whiteboards and markers to show their groupings. Teacher writes ideas on the board.
Teacher discusses relation to grouping ideas/sources for a paper. As long as you can justify the
grouping effectively, you can group the ideas in for a paper.

2. Central Historical Question for Lesson

Time: 2 min.

How are the fascist regimes of Germany and Italy similar and different in regards to rise to power,
structure of government, and economic theories?

3. Teacher Input (delivery of historical context)

Time: Homework + some class time on day 2

Source documents:
Document A: Mein Kampf
Document B: March on Rome (secondary source)
Document C: Doctrine of Fascism
Document D: Beer Hall Putsch
Image 1: Italian Propaganda Poster
Image 2: Nazi propaganda poster
Text book Reading:
Pages 476-480 from McDougall Littell text

CSULB History Social Science Lesson Plan Template Name: Ishmael Pluton

4. Student Activity and Investigation (w/

differentiation)

Time: See Narrative Summary of Tasks /

Actions

Students will work in groups to create a paper outline for a comparison paper by first breaking down ideas in
a t-chart, then grouping ideas, and finally completing a paper outline. On the first day this will be done
comparing two things many students should already have knowledge about: hotdogs and hamburgers.
Students will work on the paper brainstorming process in a controlled classroom breakdown. On the second
day, students will complete the process in order to find out the similarities and differences between German
Fascism and communism. Students will complete the sourcing for homework as this is a skill that has
already been taught in this class. Students will come to class the next day to complete the same
brainstorming and outline process they did for hot dogs and hamburgers, only now they must incorporate the
source documents into their outlines.

5. Lesson Assessment (w/ differentiation)

Time: N/A

There are several points of formative assessment throughout the two day lesson. The outlines serve as the
main point of assessment. Students will be graded on their hotdog/hamburger comparison by the next class
so that they have something to work off of and improve for the more challenging outline. The second outline
is to be the second formative assessment, however, students will need it to complete the summative
assessment for this lesson, which is a cohesive process paper. In the following lessons, there will be peer
edits, second drafts, and a final draft in order to monitor and access students progress as they tackle the
difficult task of writing in the academic field of history.
Differentiation:
ELLs The lesson is structured so that the writing process is broken down into steps. This, in addition to
working in groups, helps to address the needs of students for whom English is a second language.
Special Needs I can differentiate if need be for specific learning disabilities in my class. Modified source
documents and scaffolded outlines can be used for students who need a little extra assistance/structure to
accomplish the task.
Gifted Students Since this may be review for some students who have already figured out the process for
completing a historical comparison, I have extra/alternative tasks if they finish faster than their peers. For
example, on day 1 if some students finish before others, they will be tasked with finding another example of
a good comparison to share with the class as a supplement to our hamburger and hotdog comparison.

6. Closure

Time: 7 min.

Day 1:
Homework assignment
Day 2:
Student discussion on what they thought of the t-chart method, outline, and Italian Fascism vs. German
Fascism.

7. Student Reflection (metacognition)

Time: 5 min.

Day 1:
N/A
Day 2:
Student discussion on what they thought of the t-chart method, outline, and Italian Fascism vs. German
Fascism. Require exit slip: one sentencewhether or not they would use this breakdown (t-chart, grouping,
and outline) to write future comparison papers and why.

CSULB History Social Science Lesson Plan Template Name: Ishmael Pluton