Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher David Wynbeek

Date April 2017 Subject/ Topic/ Theme World History/Revolutions/200 Year Transition Grade _9th_

I. Objectives
How does this lesson connect to the unit plan?
The Revolutions unit happens 200 years later than the previous unit, so lots of things have occurred in the time between those periods, including the Enlightenment,
scientific discovery, exploration, slavery, industrialism, and imperialism. This lesson will serve as a bridge from the previous unit to this unit in order to give context
to the new time period and help students understand what has changed in the world.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Reflect on previous knowledge about what happened between 1500-1700. R
Learn the context of what set up the revolutionary age in the 200 years between Reformation and Revolutionary age U, E
Begin to understand main concepts and ideas of Exploration, Scientific Revolution, and the Enlightenment U
Link concepts from the Renaissance and Reformation to their new relevance in this unit of Revolution. R, U, An
Learn about new philosophical and scientific ideology from Locke, Voltaire, Montesquieu, and Newton (among U
others).
Common Core standards (or GLCEs if not available in Common Core) addressed:
HSCE 6.3.1., CCSS.ELALITERACY.RH.910.3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students have knowledge of what happened during the Reformation and the Renaissance that is
knowledge and skills. relevant to this lesson, such as the challenges of authority and changes in commerce.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Think-pair-share about what they know happened from the 1500s through 1700s
Formative (for learning):
Discuss their ideas and input from think-pair-share so that I know what they know and might not
know.
Formative (as learning):
Discussion, videos, notes about main concepts in this era, such as exploration, imperialism, and
scientific discovery.
Summative (of learning):
None, but I will emphasize that this lesson was just a starting point for what will be learned.
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
Students will watch multiple videos
that clearly explain some of the
main ideas in this lesson.
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Students will be doing a variety oriented feedback
of things in this lesson, such as Student effort and focus will be
listening to me talk, watching a sustained through doing
video, group thinking, taking multiple activities that are
notes and writing their ideas on broken up throughout the
whiteboards. period.

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 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Materials-what materials Whiteboards, whiteboard markers, note sheets (handout), videos (will be on internet browser before
(books, handouts, etc) do class)
you need for this lesson
and are they ready to
use?

How will your classroom Normal setup rows of desks

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

2-3 Motivation Introduce Lesson, Tell students this will be a bridge

min (opening/ lesson so that they will be better equipped to Listen and prepare themselves for class
introduction/ understand new material.
engagement)

5 min Ask students to think, pair, share about what they Think of and talk about things that happened
know happened from the mid 1500s to the mid between the Reformation and the mid 1700s with a
1700s and write it down on whiteboards or notes. partner. Write these things on a whiteboard with
Walk around and monitor their discussion. table partner.

After think, pair, share, I will ask students about

5 min what they wrote and highlight some of the key Students will give their input and will discuss what
points that they may or may not have brought up. I they wrote and why.
will also write these main concepts/events on the
board.

4 min Pass out the video note sheet guide that students
will fill out during the videos.
One major theme of this lesson will be exploration, Students will watch video and answer the
Development so I will play a video that explains how the world corresponding questions on the video guide
(the largest globalized during this time period. handout.
2-4
component or
min
main body of Go over note sheet, asking students what they
the lesson) wrote for answers. Ask questions about video (How Answer questions and discuss note sheet and their
did the world change due to exploration? What ideas/.
could come next?)

Play Scientific Revolution video that explains how Students will watch video and answer
3 min reason and intellect developed over this time corresponding questions on the video guide
period. handout.

Go over note sheet, asking students what they

wrote for answers. Ask questions about video (How Answer questions and discuss note sheet and their
3-5
will advancement in thinking and science change ideas.
min

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 how societies operate? How does this relate to
previous knowledge about
humanism/Renaissance?)

3 min Play video about major Enlightenment Students will watch video and answer
philosophers and their ideas. corresponding questions on the video guide
handout.

Go over each question on note sheet, asking

3-5 students what they wrote for answers. Ask
min questions about how these thinkers influenced Answer questions and discuss note sheet and their
American values. (Do you see any similarities ideas.
between this philosophy and the structure/values of
America?)

5 min

Closure
1-2 If time, explain that these changes (individual
(conclusion,
min freedom, science and innovation, exploration,
culmination,
power of the people) will play a big role in how the Students will not be required to do much other than
wrap-up)
world will change even further in the years to pay attention.
come. We will learn more about these things in the
following lessons.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
As I taught this lesson, I ended up improvising a bit, which ended up being great. For the warm-up activity, instead of giving
students only 5 or so minute to come up with answers, I gave them around 10. I also walked around to each group and tried to
involve myself and develop their thoughts and ideas. This ended up being a great way to do it because I interacted with students on a
more personal level and helped spark ideas. The rest of the lesson went well, but I could tell I am better at teaching in small groups
than I am in big groups. There were a few times where I stumbled over my words or had trouble explaining some things, but Mrs.
Sisco helped me get back on track. Also, some of the transitions between activities seemed a bit awkward or clumsy and I had a few
technical difficulties when my computer inexplicably shut down, but overall the lesson went very well. I could tell students were
engaged and learned the main concepts that I wanted them to learn in this transition lesson.

First video (Exploration)

https://www.youtube.com/watch?v=b3fYF6YvesA

Second Video (Scientific Revolution)

http://www.history.com/topics/enlightenment/videos/mankind-the-story-of-all-of-us-scientific-revolution

Third Video (Enlightenment)

https://www.youtube.com/watch?v=T3At8QiudnQ

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World History Mrs. Sisco Name __________________
Date ______
Age of Revolutions

Age of Exploration Video:

What 3 things were explorers searching for in their travels?

(Gold, spices, and slaves)

What were some major changes that came from this new era of exploration?
(Meeting other cultures and goods and ideas were traded throughout the globe)

How were people of these new lands treated by the European explorers?
(Oppressed and taken advantage of)

Scientific Revolution Video:

What was Isaac Newtons revolutionary contribution to science?

(Scientific method not just state rules, science has to prove itself over and over again)

Why was the scientific method so influential in challenging authority?

(Let people think that no power can tell you what reality is democratic)

The Enlightenment Video:

What main ideas did John Locke promote?

(Life, liberty, property, freedom of the press, religious tolerance, educational reform)

What main idea did Voltaire promote?

(Freedom of speech)

What big idea did Montesquieu promote?

(Separation of powers)

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