INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Max Forrest Subject: Social Studies Grade: 8th Grade

Common Core State Standards: 8.H3.2

 Explain how popular movements, reform efforts, and activist groups have sought to change American Society
and Institutions.
Objective (Explicit):
 Through explaining Historical movements and reform efforts I will try to show students what makes a good
movement and also identify the “bullies” throughout history and how they were brought down.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response

A 100 word response to what the student thinks makes a bully and why. 10 points
Name a historical movement and what it changed (with a partner). 10 points
Presentation with a partner giving an overview of a historical movement or reform and how it combated bullying or oppression in some way. 50
points

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

Identify popular activist groups. What makes a good historical movement? What changed during the reforms we learn about?

Key vocabulary: Reform, Movement, Activism, Materials: Computer, Notebook.

Oppression
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
I will use prior knowledge of social change and political reform to identify Students will work individually as well as together to come up with
what bullying in history looks like and then shows how that bullying is answers to oppression and what a successful movement looks like.
combated.

Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
I will test their knowledge by asking them about historical movements and Students will work together as well as individually to explore why
reform efforts as well as lecture to help the students learn more about social reform happens and what changes are made because of it.
movements and reform before they present. I will also have peer and They will present an example of a popular social movement or
teacher check ins to make sure the students stay on track. activist group and will work with me and each other to make sure
they are successful.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
I will go through check in’s before presentations with each group of students but will also have work days that will have each groups check each
others work to make changes and collaboratively come up with solutions.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
During student check in’s if there are any groups I fell need extra time or help I will offer before, or after school help as well as during lunch if need
be.
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will:
I will grade presentations based on historical knowledge of social reform, Students will show their presentation skills as well as historical
popular movements and activist groups. I will also grade based on knowledge by presenting information learned from prior weeks
presentation skills and collaboration which will all be available in a rubric. knowledge.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
I will use Charette so all students can check in with me and self check themselves.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Extra time outside of class to make sure they are set up for success.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

I will use Socratic seminars to facilitate conversations about bullying Students will explore multiple different types of reform and social
historically as well as in the school so they might think about the bigger change and make connections to today and how they can articulate
picture of social change. change.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Socratic Seminars, Charettes.
Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

I will evaluate students based on presentation skills, collaborative skills Present to the class and myself their historical knowledge of activist
and historical knowledge. groups and popular movements.