Christian Nussbaum

Can History Change?

Grade Level/Class: US History, 9th Grade
Time Length: 44 Min
Topic: Europeans Settling America

Standards (include NCTE/NCSS/NGSS/NCTM):

● SS.IS.3.9-12: Develop new supporting and essential questions through investigations, collaboration, and using diverse
sources.

Educational Objectives:
● The students will be able to (SWBAT)
● SWBAT observe history through different historical perspectives using diverse sources.

Assessment on Learning:
● Students will turn in a KWL that outlines their thought process from the beginning,
middle, and end of class.

Central Focus
● The students will analyze multiple sources to formulate their own opinions on
Christopher Columbus and Columbus Day.

Accommodations for students with specific learning needs:

● Graphic Organizer, Video, PowerPoint, Link to news article

Academic Language
Language Function (select 1):

Analyze Compare/Contras Construct Describe Evaluate

t

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:
 Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use:

Vocabulary:
 Native Americans
 Nina, Pinta, Santa Maria
 Perspective

Plus at least one of the following:

Syntax
Discourse- Student will discuss their thoughts about Christopher Columbus at three
points in the class. First, at the beginning with no instruction. Then, after instruction that shows
examples of putting Christopher Columbus in a positive light, then lastly after all of the facts are
given.

Materials:
https://www.orlandosentinel.com/news/os-xpm-1997-10-12-9710102635-story.html -
Columbus article
https://www.youtube.com/watch?v=ThZj9TEMwgE – Columbus for Kids
https://www.youtube.com/watch?v=1bCsf8pkkdA – Columbus Fairy Tale
https://www.youtube.com/watch?v=9KzO8nCvKgA – Hat Shuffle

https://www.youtube.com/watch?v=k8PQXiJiLOY – Columbus, what really happened

https://www.smithsonianmag.com/blogs/national-museum-american-
indian/2020/10/12/indigenous-peoples-day-updated2020/ - indigenous peoples day

Anticipatory Set/ Attention Getter:

Start class with a cup game, where you mix up the cups with a ball under it. Ask the class,
“Can history change? Or Does how we remember it change?”
Questions to Ask
1. Can History change?
2. What does it mean to see history from a different perspective?
3. How has your view of Columbus changed?
4. Why do we now celebrate Indigenous Peoples Day?

Sequence of Events (include time needed):

1. Attention Getter, Hat game 2 min
2. Write and share with a partner what you know/ have learned about Columbus 3 min
3. Columbus as a Hero (Video 5 min, Video 5 min, Article 5 min) 15 min
4. Write and share with a partner what you have learned about Columbus, and what you think of
him 3 min
5. Columbus, what really happened (Video 6 min, Article 5 min) 11 min
6. Write and share with a partner what have learned about Columbus and what you think of him
now 3 min
7. Closer, why don’t we celebrate Columbus Day? Why do we celebrate Indigenous Peoples
Day? 3 min

Conclusion/Summary:
Does history really change? Or does what we perceive it as change? How did how you perceive
Columbus change today? We can see that with more facts, evidence, and diverse sources, the
way we see things may not always be what we originally thought. History is complex and we
must know that when studying it. Thank you!

*Some lesson plan prompts come from SCALE.

Lesson Plan Guidelines

1. Common Core Standards
▪ Standards provide the focus, foundation for school curriculum and daily lessons
▪ Standards provide the guidance for teachers to create new learning opportunities for
students to meet and exceed the Illinois State Standards
 ▪ To make standards work, resources need to be carefully targeted toward students’
achievement of the standards
▪ Cite the standards using text and numbers

2. Educational Objective(s)

▪ Always begin with the statement: The student(s) will be able to:
▪ What is the purpose of the lesson?
▪ What do you want the students to learn or accomplish?
▪ What concepts are you attempting to teach?
▪ Have you achieved connection to the standards listed?
▪ What is the intended learning?

3. Assessment On Learning

▪ Reflect on how you will assess the intended learning.

▪ What is the method of assessment?
▪ Include the assessment tool—rubric, test etc..
▪ Describe the assessment plan.
▪ Include any rubric or other assessment plan with the lesson plan.
▪ How will you know if the students achieved the standards, goals, benchmarks and
behavioral objectives listed.

4. Central Focus

▪ What is the central focus of the lesson you are planning?

▪ What are students learning?

5. Academic Language

▪ Identify Language Demands

▪ Support student’s academic language development
▪ Include evidence of language use in the lesson plan

6. Materials Required for the Lesson

▪ List ALL materials needed to teach the lesson
▪ Think about the beginning, middle and end of the lesson

7. Set or Attention Getter

▪ Plan an opening to gain the students’ attention
▪ Engage students in learning
▪ Begin to deepen student learning during instruction
▪ Set the state-of-the-lesson (overview—what can the student expect).
▪ Link new material to previously learned material
8. Sequence of Activities
▪ What are you going to teach?
▪ How are you going to teach it?
▪ When are you going to teach it?
▪ What Academic Language will be used?
▪ Independent work? How? Include materials
▪ Cooperative work? How? What roles? Etc..
▪ List each step as if a substitute teacher was teaching the lesson—Do not assume!—be
complete and thorough by writing details
▪ Assessment
✓ Analyze student work
✓ Use feedback to guide further learning
✓ Use assessment to inform instruction

9. Questions to Ask
▪ Use Bloom’s Taxonomy and LABEL each question choosing one of the taxonomy’s labels:
▪ knowledge
▪ comprehension
▪ application
▪ analysis
▪ synthesis
▪ evaluation
▪ Plan questions that demand higher levels of thinking.

9. Conclusion and Summary

▪ Bring the lesson to a close.
▪ Check for student understanding. How will you do this?
▪ Include a transition to the next content area, activity or lesson. How will you accomplish
this?