Education Internship – H453/454/455 Lesson plan 

template: 
Name: Aditya Prathap Cooperating Teacher: Mr. Brown 
Subject: AP World History Date of Lesson: 2/11/20 
 
CLS #1 ​- Learning Targets (CLS/CCS) for lesson: 
(Ask your teacher, if you are unsure. Needs to be written out completely - not just a number.) 
Chronological Reasoning: Students will understand change and continuity over time. 
● Analyzes and evaluates the interaction of multiple causes and/or effects. 
● Recognizes and describes historical patterns of continuity and change over time. 
● Recognizes competing models of periodization. 

CLS #1​ - Objective: 

(Student centered, measurable, and specific) 
What are the STUDENTS doing? HOW are they doing it? WHY are they doing 
this specifically? 
The students will...  by..  in order to... 

The students will identify the  by taking notes and answering  in order to understand the role 
causes for imperialism around  questions from a prepared  that specific developments 
the world between 1750-1900  presentation regarding these  played in fueling imperialism 
causes  before and now. 

Objective: (Combine the 3 boxes above into 1 complete sentence) 

The students will identify the causes for imperialism around the world between 1750-1900 by taking 
notes and answering questions from a prepared presentation regarding these causes in order to 
understand the role that specific developments played in fueling imperialism before and now. 
 
CLS #2​ - Introduction (anticipatory set): 
(Related to lesson, grabs students attention, and promotes engagement through interaction) 
I’m going to be offering two different descriptions of imperialism, one very positive and the other very 
negative. However, the students will not know that the descriptions are about imperialism. Then, I will 
ask the students whether they support each one. After they vote, I will reveal that they are both about 
the exact same thing from two different perspectives, which will be a segue into the idea that 
imperialism had many positive and negative causes for its growth. 
 
CLS #3​ - Teaching Input:  
(List the steps to teaching this lesson – thoroughly explain/detailed directions – appropriate instructional method - should be longest 
part of lesson plan) 
 1. Bring a plastic bag full of approximately 30 pieces of candy (the type of candy does not 
matter) 
2. Have the PowerPoint presentation ready (this should be in your email) 
3. When class starts, wait for the class to quiet down 
4. Flip to the first slide of the presentation. 
5. Ask the students to read the quote on the slide, and give them around 30 seconds to do so. 
6. Ask them to raise their hands if they think that whatever process this quote is describing is a 
good thing. 
7. Repeat steps 5 and 6 with the quote on the next slide. 
8. Once this is done, inform the students that both quotes are talking about the exact same 
process, imperialism. Explain that the differences in perspective on imperialism is partly due 
to the nature of its causes, which range from despicable to benevolent. 
9. Tell the class that today, we will be going over the various causes of imperialism. 
10. Ask them to take out a notebook and pencil or iPad to take notes on the presentation. Let them 
know that they should be copying what is on the presentation in their own words, and that 
everything that is on the presentation should be noted in some form. 
11. Move on to the next slide, and begin the presentation. Read out each point verbally for the 
students to paraphrase in their notes. The annotated presentation should be in your email (I 
submitted the annotated presentation alongside this Lesson Plan). These annotations will 
specify what should be elaborated upon and will clarify any extra information that is 
necessary to understand the points on each slide. Also, each student who responds to the 
questions asked in the presentation should receive a piece of candy. 
12. Towards the end of the presentation, there will be a slide with the closing question. Read the 
question out loud, and ask the students to answer the question in their own words in the 
discussion posted on Schoology for homework. 
13. Specify that the students should be phrasing their responses in claim, evidence, analysis 
format (they should answer the question, provide an evidence term to support that answer, 
then connect the evidence to the question by explaining how the evidence answers the 
question).  
14. Finish the presentation by asking the students if they have any pending questions and going 
over the “Follow Up/Closure” section below. 
 
CLS #4​ - Checking for Understanding: 
(What method will you use to check that the majority of students “get it” before moving on - explain) 

There will be a Schoology discussion with the description stating “In your opinion, what is the most 
prominent cause of imperialism?.” The reason why I am asking this is to give the students to recall the 
information they learned in the presentation and to critically think about which cause they believe is 
most important. 
If I notice that a significant portion of students are providing wrong answers, are not supporting their 
answers with sufficient evidence, or are unable to correctly connect their evidence to the question, I 
will go over the material in class again by explaining possible answers to the question in claim, 
evidence, warrant format. This way, the students who don’t understand the material can re-learn it in 
the context of the correct answer format, and the students who do understand the material can gain a 
more solid understanding of how imperialism questions should be answered in DBQ’s and long essays. 
 
CLS #5​ - Follow up/Closure: 
(Review major points – relate back to objective(s) - relate to future application) 
Today, we went over the various social, political, cultural, and economic causes for imperialism. After 
studying the causes of imperialism, provide an example of how a cause of historical imperialism is still 
being used to justify American involvement in other countries’ affairs in the modern day. This trend is 
important to recognize because in future lessons, we will be going over more international processes 
that resulted from imperialism and Western control of economically and militarily weaker countries. 
 
Instructional Materials/Supplies:  
(Detailed list of everything needed – ​includes copies​ of instructional materials, notes, keys, etc.) 
● PowerPoint (has the lesson on it) 
● Annotated Powerpoint (for any substitute teacher that needs guidance on teaching the lesson) 
● iPad (can be used to project the PowerPoint with AirPlay) 
● Notebook and pencil (for the students to take notes with) 
● Candy (for the students who answer questions) 
● Schoology (where the students can post the answer to the wrap-up question)