ACP Lesson Plan Template

NAME
DATE

Zac Cokely
September 21

DAY OF WEEK

Wednesday

COURSE

World History

PERIOD(S)

2,3

UNIT TOPIC
LESSON TITLE

Nationalism
Latin American Revolutions

LESSON OBJECTIVES The Casta system and how it controlled the Spanish
colonies. Ideas that spurred the Latin American Revolutions. The Haitian
revolution and its uniqueness.
ESSENTIAL QUESTION (TPE 1,8,9,11,12)
How and why did European colonies in Latin America break away from their mother
countries?
CCSSELA: with Numbers of standard and details of standard. (one of how many you use)
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
INSTRUCTIONAL OBJECTIVES
Students will be able to explain whether or not Simon Bolivar was a just leader
for Latin America through answering questions and presentations. Students
will be able to connect the ideas of Enlightenment thinkers to Latin American
leaders.
INTRODUCTON (TPE 4,5, 8, 9)
Anticipatory Set/Warm-Up: Approximate Time Noted 10 min
The lesson will begin with students responding to the following prompt: What do you feel
when you think about the American Revolution? Is it positive or negative? After 4 minutes,
students will be able to talk to their classmates and discuss how they feel and why. We will then
discuss as a class how we feel about the American Revolution as opposed to the French
Revolution that we just studied. There are likely to be many differences although the revolutions
fought for similar ideals.

BODY OF THE LESSON (TPE1, 4,5,6,8,9,10)

Direct Instruction: Approximate Time Noted 22 min

We will then transition into a discussion about the Latin American Revolutions. The
discussion will then shift towards the revolution in South America. Students will receive
an organizer that details the caste system that was in effect to keep Spanish rule over
their colonies. Students will have a pyramid with the terms peninsulares, mulattos,
mestizos, creoles, Native Americans, and Africans. They will be described on the
pyramid, but the students will be tasked with filling in the correct information during the
discussion. The discussion will turn to the system and how it caused revolution for the
people in South America. They will learn a brief history of the social structure after the
revolution and how it affected the people. As we progress through the discussion, I will
question the students about how they would feel if they grew up in this caste system to
give the students insight on Latin American motivations for revolution.
Guided Practice: Approximate Time Noted 20 min
Students will receive a reading on Simon Bolivar. They will read the material by
highlighting information that appeared in the notes or in the organizer and circling key
terms and underlining information that is confusing. This will help students to easily
identify important information to discuss with their classmates. After quietly reading for 5
minutes. Students will work with a partner to help each other understand the reading.
The partners will then work on the corresponding questions on the back of the page.
CONCLUSION OF LESSON: (TPE 4, 5, 6, 9, 10)
Lesson Closure/Summary: Approximate Time Noted 5
At the close of the lesson, students will write down two terms. They will join up with
another group of 2 and play a game where each person gets 30 seconds to describe
each term with their partner attempting to guess the term. This will be a fun way to
reinforce the vocabulary of the lesson.
ADAPTATIONS (TPE 6, 7)
The pyramid will be a visual example for the students who have difficulty understanding
a verbal explanation of the caste system in Latin America. The annotations while reading
will provide students with a structure to help them confirm what they do know and
converse about what they do not know. Sharing their thoughts with a partner will give
the students help with what they dont know as well as another perspective.
ASSESSMENT (TPE 2, 3)
The reading with questions will be the best assessment for the students as it asks them
to not only assess their reading comprehension, but also thinking critically about the
topic they have been learning about during class. The warm-up will be a good formative
assessment to help them understand the common theme in reorganizing government.
MATERIALS NEEDED
Pyramid organizer, Reading worksheet.
REFLECTIONS/EVALUATION (TPE 11,12)
What do you anticipate as a problem, concern, or stumbling block for your students? By
thinking ahead, you have eliminated classroom management problems, as much as
possible. Proper planning prevents poor performance.

The biggest problem with this lesson will probably be timing. There is a lot going on here
and it could take longer than just the 57 minute period. To combat this, I will make sure
the transition from the organizer/note/discussion to the reading is quick. To do this, I will
hand out the worksheet while giving instructions. Also, I will match up the students for
them instead of giving them the option. It may also be unclear what to write in the
pyramid so I will need to explicitly tell the students what important facts should go
where.