HISTORY LESSON PLAN

VISTA GRANDE HIGH SCHOOL | CONTEMPORARY ISSUES

Miss. Clemons
November 19th, 2018
Conspiracy Theories

Standards:
AN.SP2 Thinking within the discipline involves the ability to identify, compare, and
evaluate multiple perspectives about a given event to draw conclusions about
that event since there are multiple points of view about events and issues.
HS.SP1.1 Evaluate how events and developments were shaped by unique circumstances
of time and place as well as broader contexts.
HS.SP3.4 Evaluate the credibility of a source by examining how experts value the source
HS.SP4.3 Integrate evidence from multiple relevant sources and interpretations into a
reasoned argument.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.

ISTE.S.7D GLOBAL COLLABORATOR

Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally. Students:
explore local and global issues and use collaborative technologies to work with others to
investigate solutions.

Objectives:
After analyzing multiple primary and secondary sources, students will be able to argue
their belief and disbelief of the assigned Conspiracy Theory by citing the integrated visual
and relevant sources.

Sub-objectives:
SWBAT evaluate the different sources of information by analyzing the date of
publication, expertise, credibility, and paid backers.
SWBAT sort through fact and opinion within the mixed-media sources provided.
 Evidence of Mastery:
Completed Anticipation Guide that demonstrates whether or not students are prepared for
the classroom discussion.

Exemplary Response Example:

Anticipation Guide: The “before reading/watching” and “after reading/watching” tabs are
completed.
Notes Section: Students have written a minimum of two supporting facts from the
resources to help solidify their oral arguments.
Discussion: “Based on the evidence from Buzzfeed Unsolved, I believe that the Phoenix
Lights was a supernatural phenomenon. The video argues that the government can not
reasonably explain or replicate the lights seen in March of 1997.”

Key Vocabulary: Materials:

Conspiracy, Phoenix Lights, supernatural, Anticipation Guide, Phoenix New Times
hoax, extra-terrestrial. Article, Buzzfeed Unsolved Video, Laptops.

Opening/Anticipatory Set:

After Morning Announcements, teacher will pass out the Conspiracy Theories worksheet
that contains the Anticipation Guide, Notes Section, and Phoenix New Times article.

Teacher will take time to review last week’s work on Conspiracy Theories, before
introducing the day’s lesson. After the teacher has introduced prior knowledge from
last week, she will then explain the local impact of the Phoenix Lights. With the town of
Casa Grande being less than forty miles from the 1997 event, students will realize their
proximity to the phenomenon. Teacher encourages students to ask their parents if they
remember the event, or what they heard in the news around that time.

Teacher Will: Students Will:

INSTRUCTIONAL INPUT

Teacher will model the anticipation Student volunteer will read the
guide. directions out loud.

First ask for a volunteer to read the
directions from the Anticipation Guide.
Once student has finished reading,
teacher will model the guide on the
board. Students will be assigned to
only complete the “Before Reading/
Watching” column on the guide.
Once the teacher is finished modeling
the Anticipation Guide, students
will read through each statement,
then decide whether they believe or
disbelieve the statement. One each line
has a mark next to it, the students will
be done.
 Teacher Will:
Once every student has put their
pencils down, teacher will instruct
students to read the article on the back
of the worksheet.
As instructions are being given for
independent reading, make sure
that you point out that students can
INSTRUCTIONAL INPUT
Students Will:
Student volunteer will read the
directions out loud.
Students will read and annotate the
article “The Phoenix Lights Are No
Mystery.”
Students will take notes on points they

annotate if needed. want to share to help validate their

arguments.

Have a student read out the directions

from the Notes for Discussion section.
After student is finished reading,
reiterate that each student needs to be
writing down points from the source.

Co-Teaching Strategy/Differentiation
Students do not have to adhere to the (+) or (-) directions, but can choose to use
symbols that make sense to them.

Teacher will independently work with students that have trouble understanding the
directions.

Students can read the article online, with a voice translator or zoomed in text if
needed.

Teacher Will: Students Will:

Teacher will ask students to evaluate Students will answer teacher’s
the year 1997, and how it differs from questions through discussion.
GUIDED PRACTICE

2018. How does not having social

media, change the context of what Students will practice evaluating
people saw? the source’s credibility, analyzing
the primary and secondary source,
As students quickly discuss the article, and examine the unique events that
teacher will scaffold questions to get occurred.
students to evaluate the credibility
of the author, as well as their
interpretations of the included primary
source.
GUIDED PRACTICE Co-Teaching Strategy/Differentiation
Teacher will scaffold questions for learners that are having trouble articulating their
thoughts through discussion.

Students with IEP’s or 504’s that allow for students to not participate in class
discussion (or be called upon) will write a brief summary of their arguments on a
separate sheet of paper or submit through a word document at the end of class.

Teacher Will: Students Will:

Teacher will introduce the Buzzfeed
Unsolved video. Teacher will preface
that Buzzfeed is in partnership and
backed by NBC, a leading and reputable
news organization.
INDEPENDENT PRACTICE
Students will watch the Buzzfeed
Unsolved video, and internalize
questions that will evaluate the source’s
credibility, analyze the primary and
secondary source, and examine the

unique events that occurred.

Teacher will ask students to think about
the questions asked after they read the
previous article. Remind them, that is
now their job to ask and answer those
questions for themselves internally
while they are watching the video.

After the video has ended

Have students take 10 minutes to Students will work independently to find

research the Phoenix Lights Conspiracy sources that broaden their perspective
independently. They may work alone, or on the Phoenix Lights Conspiracy.
in pairs doe this research. Students can
use a joint evernote or google document
to share the information that they find
for the class.

After Independent Research

Students will be tasked to finish the Students will complete the Anticipation
“after reading/watching” column of the Guide.
Anticipation Guide.
Closing / Real Life Connections:
Teacher will wait to collect the worksheets until after class as an exit-ticket. The last 10
minutes of class will be used as a closing discussion. Students will be asked to reflect
their Anticipation Guide results. They will discuss what changed in the before and after
section of the reading. As they discuss that will use the notes and points that they wrote
down while analyzing the source. Each students should have an opportunity to talk, and
each student will be respected while taking. Once each student has had a chance to share,
teacher will draw connections from what she observed during the discussion about the
Anticipation Guide.