HIED 3010 Lesson Plan Format (Guidry - Revised 2015)

Intern Name:
Lesson step
1. Focus/hook and
review
Review quickly previous
lesson and skills. Give
meanings if needed. Talk
in relative terms. Use as
opportunity to
engage/excite students
(hook).

Date:

Period/Subject:

Description of Activities and Setting

Question script
Bell ringer:
Questions for
Have them do a photo analysis of two political cartoons
this segment:
from opposite perspectives to discuss the interests of both
sides during the war.
I will review yesterdays lesson by:
Reviewing the end of WWI and Wilsons Treaty.
I will engage them in todays lesson by:
Showing them pictures and letting them discuss to me
what they think they mean or what was behind the
pictures.

2. Central Focus: The central focus of my lesson will be to understand Nazi Germany's rise to
power and how it affected the United States foreign affairs after WWII.
3. LEQs: The question for todays lesson related to my central focus is
How did the war impact American politics, society and culture?
4. Lesson focal understanding: The argument I will make today related to my central focus is
While the rise of Germany was a surprise to America and to the world, our victory over them in
Europe allowed the U.S. to learn the need to suppress potential global threats across the world
sparking an awakening to our foreign policy and a more hands on approach to foreign affairs
rather than our traditional "hands-off approach" from Wilson.
5. Content strategy
What do we know
about this topic?
Information as a given.
Present new
information to students
through lecture;
multimedia
presentation;
discussion; reading
segment; jigsaw; etc.
Essential standard
content objective:
AH2.H.7.1 Explain the
impact of wars on
American politics since
Reconstruction (e.g.,
spheres of influence,
isolationist practices,
containment policies,
first and second Red
Scare movements,
patriotism, terrorist

The content I will deliver is:

Isolationist behavior from the U.S. adopted by
Wilson concluding WWI.
Lack of global policing led to the uprising of the
Nazi Party led by Adolf Hitler.
Americas involvement and ultimately victory in
WWII led to a changed heart when it came to being
involved in foreign affairs.

I will deliver this content using:

Lecture style going in depth on the information of WWII
using videos and readings for isolationism and
interventionism for an unbiased lecture .
http://eyler.freeservers.com/JeffPers/jefpco30.htm
http://europeanhistory.about.com/od/germanyandprussia/fl
/Did-the-Treaty-of-Versailles-Contribute-to-Hitlers-Riseto-Power.htm

I will help students organize content using:

By assessing note-taking strategies for the lecture and

Questions for
this segment:
What kind of
foreign policy is
necessary?
Would you agree
with Jefferson
and
Washingtons
theory of foreign
involvement?
Did Treaty of
Versailles save
Germany to
Produce the
Nazis?

HIED 3010 Lesson Plan Format (Guidry - Revised 2015)

Intern Name:
policies, etc.)

Date:

videos using slit-notes for organization, short, concise

thoughts, to use for the seminar.

Vocabulary demands:
Containment, isolationism, interventionism
6. Source analysis
strategy How have we
come to know this
about this topic?
Teacher and students
view perspectives on
the topic. Engage
students in an analysis
and/or evaluation of a
source(s) (primary or
secondary, print or
media) that addresses
some historical event or
social studies
phenomena related to
the content taught above
Common core or
essential standard
objective:
Vocabulary demands:
7. Writing/Synthesis
What do we do with
this knowledge about
the topic? Engage
students in discourse
and asking questions
about the information.
Accomplished through
either a narrative,
explanatory, or
argumentative writing
assignment or related
skill activity(ies); OR
have them communicate
the connections they see
between the lesson
content and the sources
they have analyzed and
interpreted; or have
them do something new
with this information
(predict, state

Period/Subject:

Language Functions (Blooms):

Understand, analyze, remember

Gradual release protocol ME

First, I will:
Engage students in an analysis from two articles, one
explaining the background of containment and the other
interventionism as it is compared to isolationism. We will
lecture on the material together to help them understand.
Gradual release protocol US
Next, we will:
Read the two articles either in class or outside of class to
take introspect from the readings and how they will help
us answer our essential question.
Gradual release protocol THEM
Last, they will:
I will begin a Socratic seminar where I pose open-ended
or opinionated questions for the students to respond to in
our circle regarding our central focus for them to take
control of once the seminar gets rolling.

Questions for
this segment:
What is
containment?
What is
isolationism?
What is
interventionism?
Does
interventionism
make the U.S.
bullies or heroes?

Language Functions (Blooms):

Gradual release protocol ME
First, I will:
Provide directions following the seminar for a writing
assignment/reflection due the following day, a minimum
of one page detailing their own whole opinions to the
whole answering the essential question as well as is they
agree with that policy and if they do or do not, why. I also
want them to have one good point that they heard from a
class mate during the seminar to ensure listening and
using other viewpoints.
Gradual release protocol US
Next, we will:
Help them by allowing them in time at the end of class if
there is any time to start working on their opinions.

Gradual release protocol THEM

Last, they will:

Questions for
this segment:

HIED 3010 Lesson Plan Format (Guidry - Revised 2015)

Intern Name:
significance, create an
alternate plan or idea,
make a decision, etc.)

Date:

Period/Subject:

Write their reflections and turn them in to me. They will

be Graded based on how well their opinions line up with
the information and evidence we have gone over and
talked about, as well as use of a partner in the writing.

Common core or
essential standard
writing objective:
Vocabulary demands:

Language Functions (Blooms):

8. Assessment(s) for lesson (Must ultimately answer What did they learn?):
Informal (activities used for feedback):
Socratic Seminar is used for feedback during the questioning. They should UNDERSTAND, KNOW, and
REMEMBER the differences between the vocabulary and the significance they played in U.S. history
during the 20th century.

Formal (activities used for grading/evaluating) :

Writing assignment
9. Reflection
Reflect on the vital
aspects of this lesson by
asking some or all of the
questions in italics,
assess their
understanding of todays
LEQ and prepare for next
lesson- get the students
reflecting on and
connecting to todays
lesson, check for
understanding, and get
them anticipating what is
next.

In todays lesson, what stood out to you as being most significant?

What, regardless of significance, was most interesting to you?
What was something that you already knew that was confirmed through this
lesson?
What was something new that you learned in this lesson?
Ask and have students answer the LEQ.
In tomorrows lesson we will

Sources used in this lesson:

Web-based:
http://eyler.freeservers.com/JeffPers/jefpco30.htm
Video/Article:
http://europeanhistory.about.com/od/germanyandprussia/fl/Did-the-Treaty-of-Versailles-Contribute-to-Hitlers-Riseto-Power.htm

Other lesson materials/references:

HIED 3010 Lesson Plan Format (Guidry - Revised 2015)

Intern Name:

Date:

Period/Subject: