Annotated Lesson Plan Format

Name: Christine Nolan

Grade: 8th

Unit: Social Studies

Time Allotted: 50 minutes

Lesson Topic: Introducing Concepts of the Louisiana Purchase

Type of Lesson: Introductory
Context for Learning
Student will have maps of the United States in their binders with colored in areas of
colonization, states, and other country ownership as the year progresses. They will also
utilize graphic organizers to track connections and analysis. This is an introductory lesson
on the events leading up to the Louisiana Purchase. The students understanding includes
prior knowledge of the expansion of the United States. Technology available in the
classroom will include white board projections with links to several application resources
and 4 computer terminals for student use. The classroom arrangement includes 6 groups
of desks facing each other each containing of 4 desks per group, as well as 2 long
table/desks by set along the wall.
Curriculum Standard Addressed: Maryland College and Career-Ready Standards,
Common Core, InTASC, and Technology, NCSS Standards for Social Studies: Thematic
Standards 3, Disciplinary Standards #1 & # 2; and NCHE Standards for Effective History
Teaching
CCSS RH.6-8.1, Thematic Standard 3, Students will have knowledge of specific textual
evidence through the use of historical maps of the United States, unlabeled maps and
excerpts from historical text from Jefferson and review of documents of the purchase of
the Louisiana territory. Students will better calculate distance and density on maps and
correlate it to the importance and affects of expansion.
CCSS RH.6-8.2 Students will determine the central ideas or information from the review
of excerpts of historical text from the Louisiana Purchase Treaty (1803) and will be able
to provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS RH.6-8.3/ MD 5.B.1.a Students will review historical documents and be able to
identify key steps/reasons in the topic.
CCSS RH.6-8.4 Students will review key vocabulary words from past lessons as well as
words that provide emphasis to the topic.
CCSS RH.6-8.5, Thematic Disciplinary # 1Through review of historical documents,
students will be able to identify how and why events occurred.
CCSS RH.6-8.6/ MD 5.B.1.b Thematic Disciplinary # 1 Students will use this material to
analyze who the authors are, their points of view and the impact/purpose of the

documents as they relate to the authors. They will make connections between our nation
and world events, especially in France, through classifying historical events and
developments in other countries.
CCSS RH.6-8.7, Thematic Disciplinary # 2 Students will be able to integrate visual
information obtained from maps and video clips with prior knowledge of U.S. expansion
from previous lessons and from the textbook. They will study and interpret historical
documents, taking into account the context of the historical period from which the
document is drawn.
CCSS RH.6-8.9 Students will be able to distinguish between fact, opinion and reasoned
judgment when reading and analyzing the Louisiana Purchase Treaty of 1803. Students
will learned and be able to explain why President Jefferson was hesitate to make the land
purchase and the affect of the cost of the transaction.
InTASC 1,2,3,4,5,6,7,8,9,10 Students will be assessed throughout the lesson in a
primarily scaffolds approach beginning with recall of prior knowledge in order to
determine readiness and understanding. Self and peer evaluations will be key assessment
tools. Instruction will be presented in numerous ways and at varying length to allow for
different learners to grasp an understanding of the material while also adapting to the
physical and emotional differences in the classroom. Students will be exploring cultural
perspectives as a result of U.S. expansion. Instruction will include appropriate sequencing
and resources of the lesson in order to reach all diverse learners. Instruction will also
include discussions and opinions to ascertain learners understanding and interests and
gage the pace of the lesson. Content of instruction will collaborate with other subjects
(Language Arts, for example) to demonstrate a connection and ensure learning growth.
VSC Objective 1.1.2: The students will monitor understanding while reviewing maps,
reading historical text, and/or viewing or listening to a text.
VSC Objective 1.1.3: The student will confirm understanding after reading, viewing,
and/or listening to a text by completing drills.
Cognitive/Affective Objectives:
Cognitive Objectives:
The student will be able to reflect on their current knowledge of the expansion of the
Untied States since the Revolutionary War to the early 1800s. The students will be able to
identify, interpret and infer the context of the expansion when viewing a movie clip from
History.com. Further, they will view a map in their binders of labeled and unlabeled
areas of the United States. The students will apply this context while working in groups
in the classroom to identify land and country ownership on the maps in their binders. As
groups, the students will analyze the expansion and evaluate the reasons for the United
States to continue with expansion through the use of graphic organizers.
Affective objectives:

The students will draw from their knowledge of the American Revolution, the battles and
struggles of the colonists and the desires of the countrymen to create a new nation as well
as the context created by the movie, to gain an understanding of the impact that the
Louisiana Purchase had on westward expansion and Native Americans. Further, the
students will learn and be able to explain why President Jefferson was hesitant to make
the land purchase and the affect of the cost of the transaction. The students will choose
the project that suits their interests and abilities most and work on that project
individually or in a small-group setting. The student will cooperatively work and
participate in their groups final product and will reflect upon their personal participation
as well as the participation of their peers in the synthesis of their final product.
Materials: Each student will need a copy of a map of the United States in 1803, a map of
the area involved in the Louisiana Purchase and graphic organizers. A classroom white
board with computer that will allow the projection of movie clips and maps will be
needed. The following handouts will be needed: map of the United States in 1803 and a
map of the area involved in the Louisiana Purchase, excerpt from National Archives on
the Louisiana Purchase, video from History.com, rubric and description for final project,
and a self assessment sheet and a peer assessment sheet. Each student will need a
notebook, loose-leaf paper, or electronic device for note taking.
Proactive Behavior Management:
A discussion on maturity and dedication to tasks will occur before the start of this
curriculum. A reminder of classroom rules, SLANT, participation, respectful options for
asking questions, and signals for request for help or a break will be reviewed. A
discussion on the significance of this lesson as it relates to all Americans and the scene
and timeframe in history that I want them to consider themselves to be in will also be
addressed.
I will preset locations in the room for the three choices of the final project for the students
to go to based on their own desires and interests. Once in those locations, I will allow
students to choose their own peers or groups. I will state, however, that if I see people
choosing groups based on wanting to be with friends I reserve the right to regroup people.
I am hoping that this will motivate them to choose their groups based solely on the
project that suits/interests them most. If it does not, I will strategically split students up to
avoid any distractions while groups work to finish their final project/presentation.
The project descriptions that I will hand out will list the expectations, both behavioral and
academic, that I have for each student working on a specific project. A rubric for the
project will be presented and discussed as well. I will also remind them that they are
required to submit both a self and peer assessment sheet.
Provisions for Student Grouping:
The students will choose their groups based on the project description that interests them
most. The sizes of the groups may be adjusted to meet the requirements of the project

with no more than 4 in a group. If necessary, I will split the groups based on my
knowledge of each students ability level and personality. I will have an obviously idea
which students would be ideal group-mates or not, so this will not be a chaotic procedure
that takes up a lot of class time.
Procedures
Warm-Up: On the whiteboard, I will have the following opening activity: Choose two
out of three words listed and write 3 sentences to demonstrate what you know about the
term. This will take up the first 5 minutes of the class. We will use the remaining time in
the 10-minute period for students to voluntarily share the content of their entries.
Motivator/Bridge: We will then view a 2-minute movie clip from History.com about the
Louisiana Purchase. Upon conclusion of the movie, I will begin by asking them to open
to their map of the United States that was used in the American Revolution lesson. We
will briefly (5 minutes) discuss the creation of the colonies/states and the expansion in
along the East coast as well as the vast open areas west of the Mississippi. Next, I will
instruct two students to hand out a map of the land area involved in the Louisiana
Purchase while I pull it up on the whiteboard. I will call on their knowledge and
application via Q & A with hands raised when we briefly discuss who may reside in that
location and what agricultural and natural resources may be available in this area. (5
minutes). Students, with their small groups/tables (groups of desks) will then be
instructed to list three benefits and two negatives of expansion to this area. While groups
are working, I will walk around and monitor progress, answer questions, and ask
questions to make sure that groups are making progress. I will also make sure that each
group has the tools that they need (paper, markers, etc.) to complete their task. To monitor
our time (as I deem appropriate based on my observations but not more than 15 minutes),
I will provide a 5-minute, 2 minute and 1-minute warning notifications.
Upon completion of the allotted time, I will ask the desk groups, who are labeled as
North, South, East or West sections of the United States, (or Mid West, Pacific West, etc.
if a larger class), to go to a specific location in the room. They have done this before so it
should be fairly quick and relatively quiet. My wheel-chaired bound student (or any
student on crutches or injured who does have 100% effective use of arms and hands) will
also relocate but I will be consciencous to limit his movement so his travels are not
impaired by moving chairs, books, and backpacks on the floor. Once all groups are up
and out of their chairs and in their designated areas, I will toss a soft ball to each group as
a means of calling on them. The person catching the ball or a designated leader will then
share their lists. Since it is the end of the day, I intend to keep the students active and
awake through this movement. Upon conclusion of this activity, the students will return
to their desks and view a final exercise on the whiteboard. This should not take more than
8 minutes
Wrap-Up: Upon returning to their desks, the students will open to their map of the
Louisiana purchase area and write in the vast area, any 3 benefits and 2 negatives that
they heard from the groups about the consequences of the expansion of the United States
through the Louisiana Purchase (2 minutes). I will briefly introduce the final project that

will be assigned to them during the next class.

Developmental Activities: This lesson plan is designed to follow the approach of

constructivism with emphasis on learner readiness, spiral presentation and discovery
learning. The majority of the meaning involves group/partnering and peer learning.
The final project will be presented after 50-minute introductory lesson. I will introduce
the project by asking the students to go to a designated location in the room based on
their interests and preferences; 1.) a video of an interview with Thomas Jefferson
regarding the Louisiana Purchase, 2.) a written report on the pros and cons of the
Louisiana Purchase or 3.) Designing of a cartoon, song or media presentation through
technology timeline of the events leading to the Louisiana Purchase. Once in those
locations, I will allow students to choose their own peers or groups. I will state, however,
that if I see people choosing groups based on wanting to be with friends I reserve the
right to regroup people. I am hoping that this will motivate them to choose their groups
based solely on the project that suits/interests them most. If it does not, I will strategically
split students up to avoid any distractions while groups work to finish their final
project/presentation.
I will provide a rubric for the project/presentation and address any questions. Before the
end of the class, I will repeat the procedure for going to the designated location in the
room, allowing for students to change their mind (with the exception of any changes that
I personally made). Once decided, they will have time to discuss their approaches, their
ideas and plans as I observe, listen and answer any questions or concerns.
Assessment: In class discussions and participation will be monitored and assessed. I will
monitor the students interaction with each other during group activities and encourage or
stimulate discussions by all. The final assessment will include the peer and selfevaluations and the final project/presentation and its correlation to the rubric.
Summary/Closure:
This is a 50-minute lesson leading up to the final project. The tasks provided to the
students during the 50 minute class are designed to help set up the students with
knowledge and information to provoke thoughtful discussions and analysis of the topic. A
quick review of the drills and terms will accomplish this. It will set up the students for
final project/presentation.
Review/Reinforcement (Homework): The homework for this lesson will be to read the
chapter in the textbook regarding the Louisiana Purchase to reinforce material discussed
in class and to provide a bridge of information toward the final project. They have the
option to use the textbook link and listen to the chapter via the audible option. There are
vocabulary words and study guides on this link as well.
Adaptations: At the end of the class the day before the we start this lesson, I will send

home via individual folders, a list of terms that will be used in the warm-up drill and
copies of maps that will be used for discussion for the beginning of this lesson with my
LD students or students suffering from anxiety and with my hearing impaired student.
Further, I will allow my hearing-impaired student to select a seat that he feels he can
easily follow instruction, read from the white board and have access to any technology
that he will require for his hearing options. My familiarity with his IEP will assist me
with being consciencous of my location throughout the classroom when I am speaking.
During a quick warm up drill on the second day of class, I will provide instructions and
rubrics of the 3 scenario projects to my LD students to allow them more time to evaluate
the options and decide which project/presentation they would like to do. Further, for my
students who dont have designated LDs but do have various challenges or differences,
for instance, the shy student, the new overweight student, the leader of the group, the
athletes, the musicians and the gifted student with ADHD, I have provided this
project/presentation with 3 options in anticipating that they will choose one that meets
their interests. For instance, I am expecting my musicians and creative students to select
the 2nd or 3rd options of creating a cartoon, a song or a video. Additionally, for my shy or
new students, they have the option to choose the written report although I would prefer
they work within a group. The perspective discussions of this assignment will allow for
discussions on cultural through the impact of Native Americans to the Louisiana Purchase
while the connections to world events will provide global perspectives to my students.
My athletes, the gifted student with ADHA, and even the class clown may chose the
video presentation option as means to act out their perspectives.
The link to the textbook and its resources include an audible reading option, which I will
recommend as an option to my students who struggle with reading.
Reflection:
The amount of time and work involved in creating a lesson plan to meet the needs of all
the students in the classroom while at the same time meeting the requirements of the
educational standards set forth, is incredibly demanding and humbling. My intentions
were to present and emphasize the importance of this lesson to meet the interests,
personalities, and strengths of my students while minimizing the need to draw on any
weaknesses. I have attempted to consider the different learning styles of my students,
considering my audible and tactile learners as well as the visual and kinetic learners and
my LD students. I have applied NCHE standards by creating curricula that display an
understanding of historical events, themes, and periodization and the relationship among
them, while incorporating the perspectives and modes of thoughtful judgment derived
from the study of history. I have crafted individual and group assessments to while
considering the strengths and weaknesses of the students. I have displayed a variety of
pedagogical methods appropriate to the content presented and used multiple strategies
and sources to engage all learners.
The Louisiana Purchase lesson in U.S. history is not as exciting as the previous American
Revolution section but the connection is essential to move forward and draw on prior
knowledge and future learning. The global and cultural connections made to whether this

expansion was a good choice are crucial to future learning in perspectives and perception.
Without actually realizing that they are learning about consequences of choice and impact
of leadership decisions, they are building a foundation of learning for future discussions,
while perhaps having shared fun.
I realize that the timeline outlined in this lesson on the surface appears to fit the 50minute requirement, however, it is also a bit ambitious, knowing that there will no doubt
be interruptions, technology issues, class discussions, behavior interruptions and other
examples, which will most likely throw us off track. As history itself reveals, no final
decision or project is ever complete and static. I realize that this lesson plan must remain
fluid as my class audience will no doubt change this year and certainly in the future.

References:
http://www.history.com/topics/louisiana-purchase (video clip)
http://archives.gov (documents)
http://www.docsteach.org (documents)
http://www.mpt.pbslearningmedia.org (Research)
http://mpt.pbslearningmedia.org/resource/020d0c8f-3b19-4eb5-b77157e923015a83/louisiana-purchase/ (Maps)
http://mpt.pbslearningmedia.org/resource/pnp468338eng/the-colonies-of-northamerica-at-the-declaration-of-independence-pnp468338-eng/ (Maps)
http://rubistar.4teachers.org (Rubric)
http://mdk12.msde.maryland.gov/instruction/curriculum/social_studies/standard1/g
rade8.html (Standards)
http://www.teach-nology.com/worksheets/graphic/ (Graphic Organizers)