LESSON PLAN

Grade 8 Multicultural Fair

Subject: Social Studies
Grade:
8
Date: March 31, 2015
Critical Inquiry Question: To what extent does historical thinking influence our
understanding of historical events?
Lesson:
1
Time: 50 Minutes
SLOs: Adapted from the Program of Studies
Through and examination of countries, students will demonstrate an understanding and
appreciation of the ways in which beliefs, values and knowledge shape worldviews.
8.1.1 Appreciate the roles of time and geographic location in shaping a societys
worldview
8.1.3 Appreciate how models of governance and decision making reflect a societys
worldview
8.1.4 Appreciate how a societys worldview shapes individual citizenship and identity
8.2.2 Demonstrate a willingness to consider differing beliefs, values and worldviews
8.2.3 Recognize how beliefs and values are shaped by time, geographic location and
societal context
8.3.1 Appreciate how a societys worldview influences the societys choices, decisions
and interactions with other societies
8.3.3 Appreciate and recognize how rapid adaptation can radically change a societys
beliefs, values and knowledge
Instructional Objectives:
Knowledge: Students will be able to understand what the 6 concepts are.
Skill: Students will be able to provide examples and non examples for the concepts.
Key Questions:
What is historical thinking?
What are the 6 concepts?
How do these concepts affect our understanding?
Materials: Pen, pencil, lesson plan, handouts, lined paper, whiteboard, whiteboard
marker
Preparation:
Have the handouts printed out
Adaptations:
As a class we will go over the handout. If students are struggling invite them to pride for
one on one support.

Lesson Procedure:
1. Handout the historical thinking handout
2. Explain that today we will be going over the 6 historical thinking concepts
3. Ask one student to read the first concept, and then ask the class for examples and
non-examples.
4. Once they have understood, move on to the next concept and do the same thing
5. At the end explain the activity to the students
Ask the students to individually write down whether they think La
Malinche is a traitor or a hero.
Ask students to write down the reasons behind their choice
Explain that they must make a choice
After ask by show of hands who picked hero and who picked traitor?
Then ask the students who picked hero to go to the left side of the room
and the students who picked hero to go to the right side. Ask them to pick
one representative to make their arguments and discuss as a group
Then ask the representatives to state their sides arguments.
After ask the students to meet with their groups again and make a rebuttal
Have the students state their rebuttals, this time allow all students to
participate by going from side to side having the students raise their hands
After all arguments are heard have the students make closing statements in
their groups.
6. Ask the students what they were considering when they were making arguments?
a. Perspectives
7. Explain how this relates to perspectives and the significance of understanding
perspectives in their research
8. Hand out the exit slip
9. Have students write the exit slip.

Assessment:
Ask the students to list an example and non-example of each concept
Have students fill out the exit slip

Lesson Reflection:
Be prepared for when students dont want to read
Have a strategy for getting students to participate
o In the third class I picked one student at random, and then allowed them to
pick the next student, and so on.

Explain debate etiquette before the debate so that students dont start talking over
each other debating.
o I explained part way through how we need to be respectful and only one
person should talk at a time.
o Also how we need to respect peoples opinions about which side they are
on
Have the students explain why the events they chose are examples. What is the
cause, what is the consequence, what is the significance, and so on.