Full Lesson Plan

Teacher: Julie West

Course: Global 10
Grade Level: 10
th
grade
Date:
Dates of Lesson: day 9 & 10

Lesson Title: A Baseball Card Project

I. Lesson Objectives: This lesson can be used as a capstone project to the study of the
Scientific Revolution and Enlightenment. Students will research selected figures from the
Scientific Revolution and the Enlightenment using primary sources and other materials.
They will then create baseball cards on the individuals.

II. Lesson Context: A: Explain connections between the ideas of the Enlightenment and
changes in the relationships between citizens and their governments.
1. Explain how Enlightenment ideas produced enduring effects on political, economic
and cultural institutions, including challenges to religious authority, monarchy
and absolutism.
Social Studies Skills and Methods Benchmark
A: Evaluate the reliability and credibility of sources.
Thinking and Organizing 1. Detect bias and propaganda in primary and secondary
sources of information.
2. Evaluate the credibility of sources for:
a. Logical fallacies;
b. Consistency of arguments;
c. Unstated assumptions;
3. Analyze the reliability of sources for:
a. Accurate use of facts;
b. Adequate support of statements;
c. Date of publication.

III. Standards: New York State: 1,2,3,4,5. Common Core: 5. Analyze how a text uses
structure to emphasize key points or advance an explanation or analysis.

IV. Materials:
(See attachments)

V. Anticipatory Set/ The Hook: Tell the students that they will be working on their final
project, but it is not a test. They will be creating their own baseball cards instead! The
students will be introduced to the app Trading Cards which is where they will be
creating their work.

VI. Procedures: Divide the class into pairs.
Give each student a copy of the Instructions & Rubric.
Each pair will research three scientists, using the Rubric to guide their research. They
should use the primary source documents provided for research. It will serve as a good
base for research.
The student will report his or her results to the group.
Each student will create a baseball card for their scientist, using his or her own research.

VII. Conclusion: The project is a culmination of everything they have learned through
the unit. Students will demonstrate their knowledge of the unit and its importance.

VIII: Assessment: the cards will be graded for creativity and content from the unit as
well as being able to bring information together from the unit to relate what each scientist
contributed to the Scientific Revolution and what their major achievements were along
with basic statistics. As a wrap up assignment to be sure students understand the
significance of this time period and the essential questions they will each write a short
paragraph that explains the importance of the thought that the Scientific Revolution
rejected traditional authority?

IX. Differentiation: The students will be using an app on their phones/tablets to create
the cards (Trading cards)

X. Reflection: N/A

Bibliography: http://hti.osu.edu/scientificrevolution/lesson_plans/copernicus_and_galileo

file:///Users/juliewest/Desktop/MyRubric.webarchive