UMF Unit-Wide Lesson Plan Template

Name: Zack Hubbard Program: Secondary Education Course: Modern

World History
Lesson Topic / Title: Absolutism – Final Lesson / Quiz Day

Lesson Date: 2/10 & 11/22 Lesson Length: 60min Grade/Age: 9th – 12th

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

-Students will interpret and discuss characteristics of
absolute monarchs regarding Absolutism
One of the biggest aspects of
understanding 1500s Europe is
understanding the concept of
Absolutism, and to understand that
concept, identify various aspects,
whether it be social, economic, political,
religious, or physical characteristics of
an absolute ruler, it’s important to
know as we (myself and the students)
wrap up the Unit.

Content Standard(s) Instructional Decisions / Reasoning

- History 1, (D3) – Students over

History 1, (D3) Tracing and critiquing the roots the course of the Absolutism
and evolution of democratic ideals and unit spend a good chunk of
time analyzing early
constitutional principles in the history of the governance and understand
world using historical sources. powers of the Church and the
Monarch, and establish an
understanding of what changes
religiously and politically as we
being to look into reformation.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Revised 07/19/2018
Assessment Instructional Decisions / Reasoning

Characteristics of Absolute Monarchs Quiz (Summative – - Characteristics of Absolute

Quiz to end the Unit) Monarchs Quiz: Goes over the
characteristics that we spent
numerous days going over,
Historical Figure Analysis Sheet (Formative) whether it be obvious or more
discrete.
Historical Figure Analysis Appointment Worksheet
(Formative) _ Historical Figure Analysis
Appointment Worksheet:
Absolutism Vocabulary Sheet (Formative) Students are able to form their
opinions over various rulers of
Life in the 1500s WebQuest (Formative) 1500s Europe, and do so with
information they discussed
with a peer. Formative in that
it had any and all information a
student will need to formulate
answers and opinions about
rulers.

- Absolutism Vocabulary Sheet:

Formative in the sense that
students can keep it and use it
to formulate questions that
encourage critical thinking
about terms that they
encountered during the unit, as
well as terms they may see
across the whole semester.

- Life in the 1500s WebQuest:

Formative in that the
particular activity is structured
to present to students some
important information that as
a class, we will revisit through
the in-class slideshow. Helpful
to have as it give more context
to 1500s Europe that I, the
teacher, may not get to.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Teacher Resources:
Pen / Pencil – For any in-class paper
Pen / Pencil based work we may / may not do.

Smart TV Smart TV – Essential for any sort of

presentation, but mostly use it to post
Laptops / Google Classroom on the screen the activities that are
being worked on in class.

Revised 07/19/2018
Student Resources: Laptops / Google Classroom to Access:
This one is MAJOR. Just about daily,
Pen / Pencil items or agenda for the class day are
posted onto Google Classroom 
Laptops / Google Classroom to access: Makes it so any student who isn’t
present who has access to assignments
are able to keep up / do the work at
home.
Historical Figure Analysis Sheet (Formative)

Historical Figure Analysis Appointment Worksheet

(Formative)

Absolutism Vocabulary Sheet (Formative)

Life in the 1500s WebQuest (Formative)

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

1) Give Students the first 5 min of class to prepare

themselves for the quiz. 1) Giving the first 5 minutes of
2) Give Students the quiz -10-20min (Or if longer class to study / prepare their
they asked the teacher) minds for a test. Gives students
3) Work on Unit- based work. time to calm their nerves and
prepare for the quiz.
2) Students take a quick quiz that
can take anywhere from 10 –
20 minutes  Looking for well
thought out responses, but also
this is very much subjective as
I want students to do the best
they can, and so if they need
more time, it’s okay as…
3) Work on unit-based work is
the last item on the agenda,
and this is to make sure
everything I’ve assigned to
students gets done and turned
in. That and it gives students
ample time to get unit work
done and to avoid constant
homework.

Revised 07/19/2018
 Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations)
- I always, if I can, take the time
- Discussed with the ELL student to make sure to speak with this student in
questions were appropriate and were able to particular as to offer them a
answer. Did a quick one on one with any student challenge, but to check in and
who wanted to see how they did on the quiz. see if the material is
appropriate. This occurs
throughout the whole Unit.

Field Courses Only – Post lesson

Reflection

An end to the unit, half of a work day and the other half being a brief quiz only because the unit itself
isn’t meant to be a long one. However, this unit still took just over two academic weeks only because
in between a couple lessons, one day I was out sick due to medical reasons, and on one of the days,
2/7/22 we had a library trip that was about historical fiction and related to an extra credit
assignment. I felt spending the time we did on the whole unit was a tad justified as there was a lot of
experimentation, simulation, and general activities that seemed to enhance student interest and
learning in regards to the topic of Absolutism. In addition, the quiz went well as it was a quick 5
question quiz that asked for characteristics of absolute monarchs as to really center in on one of the
main focal points of Absolutism. I think the quiz was more effective in regards to summative
assessments only in part that the unit was meant to be shorter than it really was, but if the unit was
much larger, a larger project based test / summative assessment would be much better.

Teaching Standards and Rationale

2(a) Designs, adapts, and delivers instruction to address each student’s diverse learning strengths
and needs and creates opportunities for students to demonstrate their learning in different ways.

Rationale: One of my students is an English Language Learner (ELL) – So for many assignments that
are more abstract / trying to establish critical thinking or reading I spend time rewording
Revised 07/19/2018
questions / finding alternative readings… For this activity the student completed a different version
of the worksheet, that was only different in the wording versus their classmates’, but still asked the
same questions. Throughout the Absolutism Unit, I find it worthwhile more than anything to ask the