Lesson Plan # 3 Secondary History / Social Studies

Course Lesson Topic & Unit Name Instructor Date(s)

World History
Lesson Essential Question (LEQ) or
Learning Objective (LLO)
Content Standard
Enter objectives from NCS Discipline-specific
strands (History, Civics & Government, Economics,
Geography, Behavioral Sciences)
Inquiry (Skill) Standard
Enter objectives from NCS Inquiry Strand
Activity
Pre-Lesson
How do you prepare students for content & skills
acquisition, or use students’ prior knowledge? How
do you open this new lesson?
Taiping Rebellion (1 day) / Revolutions Ms. Elizabeth Vaughan October 18th
How did the Taiping Rebellion alter the cultural landscape of China?
● WH.B.2.1- Explain how shared values and beliefs of a culture impact national, tribal, and group identity, now and in
the past
● WH.C&G.1.4 Compare ways racial, ethnic, and religious groups around the world have demonstrated resistance
and resilience to inequities, injustice, and restriction of freedoms, now and in the past
● I.I.1 - Compelling Questions
● 1.1.4 - Developing Claims and Using Evidence
Details of Activities Purpose-Rationale Time
Provide the necessary setting, steps, materials, and prompts. Why are students doing this activity? How does the Provide estimated
Be explicit so any substitute teacher can effectively conduct activity align to the content and skill standards and/or minutes in each
your lesson. LEQ/ LLO? row
Bellringer: After students have had a chance to This activity gets students to think about the 10 minutes
sit down and get settled, there will be a question LEQ and how the cultural landscape might
placed on the screen and students will have one have been altered, specifically looking at the
minute to silently and independently think about cultural structure prior to the beginning of the
their choice. The question will read: Would you rebellion. Additionally, by dividing themselves
rather ….remain in a society where you face into groups based on shared opinions and
cultural destruction and you don't agree with being presented with a difficult decision, they
your nation’s leaders or fight in a bloody civil can begin to identify issues within history and
war and lose everything you have ever known? master the 1.1.1 standard.
Students will then separate to their perspective
sides of the classroom with one group choosing
option A and one group selecting option B. Each
side will then get the opportunity to collectively
voice why they selected either A or B. This
activity gets students moving around and also
gets them thinking about how they would react
in a situation given the options, similarly to the
decisions the people of China had to face prior
to the start of the Taiping Rebellion. After both
groups have had the chance to share their
reasons, students will then head back to their
seats.

ASU Dept. of History· History Education Program· 2021-2022

Acquisition
How will students acquire new content or skills? Is
acquisition teacher or student-centered?
[Explain lesson goals by emphasizing LEQ/LLO]
Extending & Refining I (group)
How will students practice new content and skills
by working with classmates? How does this activity
promote historical thinking skills and using
primary/secondary sources?
Accommodations
After students have returned to their seats, we
will go over a google slides presentation covering
the Taiping Rebellion and its key events, leaders,
and effects. Students will work as a class to
complete notes using presented material from
the powerpoint. Each section of the rebellion
(build up of tension, first signs of rebellion, ex.)
will be covered one by one and an open
discussion will take place between the students
and teacher on the material. I (the teacher) will
guide the class to the proper conclusions on any
questions they might have. The goal of this
assignment is to get students openly discussing
events and learning to come to conclusions
based on evidence.
Students will self divide into small groups of 3 or
4 and each group will then be given a blank map
of 1850’s China. Maps will be laminated and each
group will be given one map and one expo
marker to map out their findings. After getting
their supplies groups will be asked to mark key
locations where the revolution occurred using
select primary and secondary sources. Students
should work together to mark the key rebellions
that make up the Taiping Rebellion, and are not
expected to identify every location. They will
also be asked to note where in China the
majority of events are taking place ( Are they
seen more in the north, south, east, or west?
Are there any areas left unaffected?) Groups
should work on their maps for 25 - 30 minutes
before breaking into a classwide discussion on
their findings. Once the class is in a large group a
representative from each group will share what
they have found and groups can compare their
findings.
The map can and primary documents can be
printed in larger print for students who need it.
Additionally, students may opt. to do the
Through the use of guided notes students will 20 minutes
have the opportunity to learn in a different
way than usual, through class discussion. This
activity allows students to continue to develop
their abilities under the 1.1.1. inquiry standard
of Compelling Questions. Additionally,
students will also begin to learn about the
foundations and events of the rebellions under
this activity as well. This new knowledge helps
them start to answer the lesson LEQ.
Students will be given an opportunity to look 35 minutes
through selected primary and secondary
documents in order to learn more about the
geography involved in the Taiping Rebellion,
fulfilling the inquiring standard of 1.1.4. This
activity allows students to learn how to sort
through primary documents in order to find
important information, and differentiate
between what's relevant and not within
sources. Students could also potentially utilize
the WH.B.2.1 standards by noting any regional
beliefs or ideals mentioned within the
secondary and primary sources, and how they
could have contributed to rebellion. Similarity,
thai activity also helps contribute to the
WH.C&G.1.4 standard, through
demonstrating how shared religious beliefs can
contribute to support during unrest.
By students having the chance to potentially
work on their own, it will eliminate any extra
stressor that might arise with the potential of
ASU Dept. of History· History Education Program· 2021-2022
What adjustments are you making for diverse
learners (ELLs, struggling readers, gifted &
talented)?
Extending & Refining II (individual)
How do students (and the teacher) know if they
are mastering the content and/or skills for this
lesson? [Formal, informal assessments to measure
learning]
Closure
How do students put it all together for today’s
lesson? The closure activity helps tie this lesson to
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding
Assessments
Materials & Supplies
Sources & Notes
Where did you research content for today’s lesson?
Where did you find helpful information, primary &
secondary sources, and lesson plan ideas?
extending and refining section 1 by themselves if
working in a group would prevent proper
learning.
Students will be asked to select one of the key
revolutionary figures from either side of the
Tapining Rebellion and write a blog post
highlighting their selected figure, individually.
Students can use already presented material or
the internet to find information on their selected
figure. They should write about the figures' life,
their significance, and any interesting facts that
they found throughout their research. Student
responses should be around a paragraph, and
should be written in the style of a blog post,
with less formal responses and a more
conversational narrative.
For the last 5 minutes of class students will get
the chance to participate in a Q&A where they
will be given the chance to ask any questions
that they might have involving the Tiaping
Rebellion or any of the previous revolutions
covered within this unit.
Formative - Informal
Explain how formative assessment measures progress
By having students openly ask questions for the last five
minutes of class, I can informally gauge what they
understand and what they are still struggling with.
● Laminated maps of China ( 6-10 maps) ● Expo markers
Sources (cited in Chicago Manual of Style)
● Franz Michael. The Taiping Rebellion: History and
Documents. University of Washington Press, 1971.
“http://connerland.weebly.com/uploads/5/9/1/9/59198
29/2017-18_document_activity_-_sources_on_taipin
g_rebellion.pdf
group work, and allow for uninterrupted
learning.
Students will have the opportunity to 20 minutes
demonstrate their ability to use the inquiry
standard of 1.1.4, and develop claims based on
information that they have found through
individual research.
This final activity allows students to present 5 minutes
any material that they are having difficulty
understanding and have their questions
answered. As the teacher it allows me to
better gauge where my students are in
understanding the subject of world revolutions
and figure out what is working and not
working within the classroom. It helps fulfill
the course standard of 1.1.1 and gets students
to ask questions on the material presented.
Summative - Formal
Explain how summative assessment measures learning
There is no formal summative assignment of this lesson.
● Google Slides Presentation
Notes to self
● Several of the primary documents cited and used for
activity 2 are written in Chinese. There is a translation at
the bottom of each website linked that is written in
english.
ASU Dept. of History· History Education Program· 2021-2022
● He, Chunfa Author. Heroes Return to the Truth.
[Nanjing: Ganwang Dian, to, 1861] Pdf.
https://www.loc.gov/item/2021666321/.
● Chinese Rare Book Collection. Jiang Bei Liang Tai
Zhang Mu: Bu Fen Juan. [China: producer not
identified, qing dai, between 1644 and 1911, 1644]
Manuscript/Mixed Material.
https://www.loc.gov/item/2012402411/.
● Xiquan, Hong. “ The Land Systems of the Heavenly
Kingdom.” China, 1853.
http://connerland.weebly.com/uploads/5/9/1/9/591982
9/2017-18_document_activity_-_sources_on_taiping
_rebellion.pdf

ASU Dept. of History· History Education Program· 2021-2022