General Lesson Plan Template

Teaching Associate: Quinton Matsuo-Chun Teaching Date: 2/22/20

School/Subject Area: Midway High – AP World History Clinical Instructor: Sarah Baranowski

Standards: Objective: Through primary source analysis as

Unit 8: Learning Objective I: Explain the causes
and effects of call for changes in industrial
societies from 1750 to 1900
Unit 5: Learning Objective K: Explain the extent to
which industrialization brought change from 1750
to 190
Unit 6: Learning Objective B Compare processes
by which state power shifted in various parts of
the world from 1750 to 1900.
well as the analysis of contemporary fictional
cinema representing historical events, students
will be able to demonstrate their knowledge of
and hypothesize the reasons for Chinese and
Ottoman failures to modernize and the
consequences of this, as well as the rise of
Imperial Japan and their impact upon the global
stage.
Concepts Important to Know: Japan, Ottoman
Empire, China, Qing Dynasty, Opium Wars, Great
Britain, Young Turks, Young Ottomans, Tanzimat
Reforms, Sick Man of Europe, Meiji Restoration,
Emperor Meiji, Railroad, Russo-Japanese War,
Empire

Introduction: Primary Source Analysis Modeling Time Required: 5 minutes

Activity: Students will enter the classroom and see Imperialism in China and a series of questions.
Using a piece of paper and a writing utensil, students will individually answer the scaffolded questions
designed to help them analyze the Imperialism in China primary source. After 3 minutes, the
instructor will bring the class together for a short discussion, having a few people answer the
questions. The instructor will then tie the illustration into the main topics of the lesson, and how the
illustration is representative of China’s economic and political decline, as the industrialized empires
look to carve it up amongst themselves.

Preplanned Questions: How is each country depicted in the illustration? Which country looks the
most civilized? Why do you think the illustrator chose to draw each country the way they did?

Evaluation/Assessment: Discussion, student answers to the questions on the board

Body: Stations – Source Analysis Time Required: 30 minutes

Activity:
The classroom should already be organized into groupings of four tables. Students will make their
own groups of four. There will be six groups of four and one group of three in both periods. Each
grouping of tables will be one station, with one of the following sources on it. The instructor will sit at
one of the stations for all of the rotations and assist students in analyzing the source for that station.
If a second instructor is present in the room, they will walk around the classroom assisting student
groups and listening to their discussions.

Each station rotation will last five minutes, and there will be an online timer held by the instructor.
Prompting questions will be shown on the tv screen for students to consider when analyzing their
sources.

1) The Railroad as a Symbol of the Industrial Era and Japanese trains

2) God of Peace (Imperial Japan) and Championship for the Far East (Russo-Japanese War)
3) Another Sick Man (The Ottoman Empire and Qing China)
4) Chinese Opium Den
5) Tanzimat reforms – TEACHER STATION
6) The Last Samurai movie clip analysis

The first station is composed of two primary sources. The first showcases a British train and proclaims
that the railroad is representative of being modern. The second source shows industrial-era Japanese
railroads built by the British.

The second station is a Japanese cartoon of a Japanese man with the characters meaning “God of
Peace” on his breastplate. He is carrying a personification of Russia holding a white flag of surrender
and is surrounded by smaller personifications of other countries, including the United States and
Britain. There is also a cartoon of a small Japanese man beating up a large bear symbolizing Russia.

The third station is a cartoon of a pair of seemingly crippled or ailed Turkish and Chinese men. They
represent the “sick men” of the world, as their economies and global influences continue to decline.

The fourth station is a drawing of a Chinese opium den during the time of the Chinese Opium Crisis
and a cartoon of a British officer presenting common items disguised as “lavish gifts” to the foolhardy
Chinese emperor.

The fifth station is a painting of the Young Turks and their introduction of the new Ottoman
Constitution following the Tanzimat reforms. It includes a woman being released from her chains who
personifies the empire and an eagle with the motto of the French Revolution: Life, Equality,
Fraternity. As this source may be more challenging for students to understand completely and may
require more background context – the instructor is highly recommended to make this the “Teacher
Table” station.

The sixth station is a clip from the movie “The Last Samurai” played on an iPad. It shows the shift from
feudal to industrialized Japan through the use of Gatling guns, modern military uniforms, and
westernized military formations. Although the film itself is not historically accurate, it provides an
interesting and cinematic way of conveying Japanese modernization and militarism.

Preplanned Questions: What is this source trying to convey? What biases do you notice?
Evaluation/Assessment: Student discussion during stations, teacher interaction at the teacher table
Conclusion: Graffiti Time Required: 8 minutes

Activity: Groups will each receive a poster paper that has been quartered with a box containing a different
topic and a blank space in the center. With one student per group per quadrant, students will be given 30
seconds to use word association to write whatever comes to mind when they think of the topic on the poster
paper. (For example: for a poster paper titled The Ottoman Empire, a student can write “sick man of Europe” or
“Turks” or “Tanzimat reforms”). After the 30 seconds expires, the students will rotate the papers and be given
another 30 seconds to repeat the process for the new poster paper with the new topic. However, a student
cannot duplicate anything on the quadrant that they are writing in. At the end of the six rotations, each group
should have the original poster board that they started with. In the box in the center, they will be given one
minute to synthesize a few-sentence-summary of their paper’s topic by utilizing whatever graffiti written on
the paper. Once the one minute is over, a representative from each group will relay their group’s summary to
the rest of the class.

Topic
Example of poster paper
Summary

Preplanned Questions: What is your main takeaway after listening to each group about Japan, China,
and the Ottoman Empire? Give a one sentence summary of Japan, China, and the Ottoman Empire;
what were factors leading to the decline of China? What were factors leading to the decline of the
Ottoman Empire? What factors helped the Japanese become world powers?

Evaluation/Assessment: The graffiti, each group’s summaries.

Differentiation/Accommodations:

Accommodations:
Dyslexia: Less textual sources for stations and more images and videos; extra time

Non-AP: Separate this subject into two classes – Add China and Ottoman Empire into a “Fall of
Non-Industrialized Empires” class and add Imperial Japan into “Imperialism” class; less sources;
watch Last Samurai clip as a class.

Materials: Sources: https://photos.app.goo.gl/42pU5rmCRnW3C4f97

Last Samurai Clip: https://youtu.be/k3sRzY_RXDk?t=143

Criteria Lesson Plan Reflection

*Please use this form in your assignment. 1) In your analysis use language like Excellent (when the
element is clear and well done), Adequate (when the element is present but perhaps lacking in
some essential detail), and In Need of Attention (when the element is either missing or perhaps
too vague). 2) I would also expect that you provide a rationale for your decision and 3) a
suggested edit for Adequate and in Need of Attention.
*I encourage you to consider this is not a ‘critique’ but rather an opportunity to view good work of
other teachers/colleagues.
TEKS (2-3 and written out) Unit 8: Learning Objective I: Explain the causes and
effects of call for changes in industrial societies from
1750 to 1900

Unit 5: Learning Objective K: Explain the extent to which

industrialization brought change from 1750 to 190

Unit 6: Learning Objective B Compare processes by which

state power shifted in various parts of the world from
1750 to 1900.

Learning Objectives Did the lesson
plan also use active and specific verb
choices that demonstrate scaffolding
and alignment with TEKS? See
examples of such verbs off of Bloom’s
Taxonomy or the Banks & Banks list
on Blackboard
Introduction: Did the lesson make the
focus relevant to students’ lives?
Relevance is key to sociocultural
processes
Introduction: Did the lesson access
student’s prior learning/knowledge?
Build off of existing schema!
Also, consider how the prior
knowledge was accessed. Did all
students participate? Was student
prior knowledge viewed as a building
block?
Introduction: Did you preview the
lesson/day’s agenda?
Excellent: I use specific verb choices in my objective
conducive to higher-level thinking as represented in
Bloom’s Taxonomy, and I my use of multiple sources of
sometimes conflicting perspectives allows my students to
actively utilize these higher-level verbs such as analysis or
comparing and contrasting.
Needs Attention: Although I thought that my warm-up
was an effective introduction to the day’s activities, it
was not culturally relevant to the students. I am still
unsure sometimes in the content heavy nature of AP
world history how to find time for a culturally relevant
introduction of an obscure historical topic.
Adequate: The introduction required students to analyze
a political poster that depicted racial stereotype-inspired
caricatures that personified China as well as various
imperial powers including Japan, England, Germany,
Russia, and France. The students used their knowledge of
racial stereotypes in history as depicted by various other
political cartoons from World Wars, Revolutions, and the
like. Although a handful of students individually
participated and contributed to the discussion, I asked
the class to answer my questions chorally, or all at once.
Although I realize that this is not the most efficient MRS
strategy at determining the content-attainment of all my
students, an earlier announcement and assignment from
my CI cut down on my time by a few minutes – and time
was already a concern of mine for my lesson.
Excellent: I introduced the agenda and activities for the
period, even saying “Alright guys, we’re gonna do a lot of
 primary source analysis today”.
Body: Did the lesson include a variety Adequate: The activity used stations to provoke students
of instructional approaches (…and into analyzing a variety of primary sources, tasking them
little emphasis on lecture)? Were with historical thinking and prior knowledge utilization –
students able to build knowledge especially from their daily readings (which I know not
individually or socially during these many of them keep up with). There is very little lecturing
steps? at all, and the lesson is mostly student-centered aside
from one of the stations – which I was stationed at to
help students analyze in a deeper and more elaborate
manner – as it was a very symbolic illustration that would
have been easily misconstrued without adequate content
knowledge from their readings (which I knew they hadn’t
done). However, as Nate pointed out in his observation
notes, I should have ventured around the classroom
more. Students built knowledge both through individual
analysis and group refelction.
Body: Did the lesson include detailed Adequate: The lesson plan included very detailed steps
steps that clearly show how students for timing, structure, and execution, but failed to clearly
will construct knowledge within the show how students would construct knowledge. I acted
lesson? Did students have the under the assumption that they could analyze the
opportunity to experience cognitive sources as someone with the content knowledge of
dissonance by going through these myself would have, which was careless of me. They didn’t
steps? experience much cognitive dissonance, as I didn’t
attempt to challenge any of their preconceived ideas. I
don’t think many of them would have had any
preconceived ideas about the topics of the lesson. I also
should have made a graphic organizer that would have
allowed students to more effectively put their new
knowledge and analyses onto paper.
Body: Within the steps of the lesson, Excellent: I believe that my prepared questions dug deep
were the students guided by into the topic and probed heavily into the students’
prewritten prompts/questions that knowledge, making them question their assumptions
helped scaffold students towards about a source rather than letting them take it at face
more critical thinking in their value. At each station, I had a list of questions for them to
knowledge construction (Bloom or consider as they analyzed the source – and I believe that
Banks)? those questions helped scaffold them through their
historical thinking and helped them to deeply understand
some of the sources, although it came to my attention
that a misinterpretation of the sources became a
problem that I had not anticipated, most notably when a
caricature of a Turkish man as the “Sick Man of Europe”
was mistaken as Japanese.
Body: Did the lesson provide Excellent: I intentionally used my warmup analysis of a
modeling in whole class before small primary source in a full class setting as an opportunity to
group or individual work (the model historical source analysis before allowing my
accordion effect)? students to go off and do it themselves.
Body: Were the students able to apply In Need of Attention: Although I was constantly present
knowledge during the lesson? Were at one of the six stations, and my CI was also present at a
they provided with feedback and
support during this process?
Conclusion: Did the lesson provide
opportunities for students to reflect
on the learning that took place?
Did the lesson provide a variety of
assessment approaches included?
Other comments
different station – I could not consistently provide
feedback to all of the groups – although I wish I could
have. I will try to abandon the teacher station once in a
while for short periods to listen in to other groups –
especially since I have realized that they are still at risk of
misinterpreting sources.
Adequate: My closing activity forced students to quickly
recall knowledge and to word associate with the general
topics of the lesson, probing into their content
attainment. Despite this, I ran out of time to do it and
was unable to allow students to synthesize a summary of
each topic.
Adequate: I used discussion, questioning, graffiti
activities, and instructor participation in the activity to
use a variety of assessment approaches.