Courtney Ingle

March 29th 2018

Newton Senior High school

Class: 11th Grade

Unit/ subject: United States History: Stanford case study

Teacher: Steve Weeks

Objectives: Student will be able to distinguish the difference between historical and rhetorical

information in the stanford case documents.

State standards: SS-US.9-12.23. Analyze the relationship between historical sources and the

secondary interpretations made from them.

SS-US.9-12.24. Critique primary and secondary sources of information with the attention to the

source of its document, its context, accuracy, and usefulness such as the reconstructed first

amendment, emancipation proclamation, treaty or fortnight, etc.

Materials: Students will have a packet containing all documents they need which is two-four

stanford case documents. Two of them will be historical while the other two are not, students will

also have a seperate sheet of paper with questions on it that they will answer as they read the

documents.

Duration: 30-35 minutes

Anticipatory set: Introduce the lesson by making up a highschool breakup senario. The

senario will demonstrate historical accuracy vs. rhetorical information. Example: Betty and Lily

got into a fight about a boy in the hallway and were suspended on thursday---> Historical

because this can be proven and DID happen. Rhetorical---> Another student named amber saw

the fight and ran to tell danny, amber said it was an awful fight and that lily broke bettys arm

because she wanted her boyfriend for her own. This is retocial because not all the story is true,

the girls did get into a fight over a boy but no one's arm broke.

Instructional input: I will pass out packets along with their handout sheets and tell students

they have 15 minutes to read the documents and answer questions on their handouts. After 15
Courtney Ingle
March 29th 2018
Newton Senior High school
minutes we will come back together as a class and go over the packets/ handout sheet,

students will share what they think the answer is and whether or not it is historical or rhetorical.

Modeling: I will do one document independently while the students are reading then I will stop

them and show them what I did so if anyone is struggling then they understand.

Checking for understanding: After I show my example I will ask if anyone has questions if not

I will let them work until 15 minutes are up then I will ask students why they picked what they did

for an answer/ how they see it as historical or rhetorical.

Guided practice: When we come together as a whole and answer questions we will go over

each document while students explain their answer so everyone can see what other got vs.

what you are suppose to get.

Independent practice: This would be when students read the documents indepently and

answer the questions on their handouts.

Assessment: Informal- Students will hand in their sheet and it will be graded the ones they got

counted wrong they will have to fix.

Closure: Ask students if they understood the lesson and let them know the main point is to be

able to determine the difference between historical and rhetorical information. Give them one

more example of a present day situation or ask someone if they think they have a good example

of one.