Lesson Plan # Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
World History The Haskalah/Revolution Avenue Gabe Atkinson February-time
Lesson Essential Question (LEQ) or How was the Haskalah comparable to the European Renaissance?
Learning Objective (LLO)
NC Essential Standard(s) ● WH.H.4.1
● D2.His.3.3-5.
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson Begin by testing students knowledge of past I want to find a good starting point before 5-10 minutes
How do you prepare students for content & skills Enlightenments. Do this by asking questions jumping into new information and something
acquisition, or use students’ prior knowledge? How about the previous lesson on the European that my students have most likely never heard
do you open this new lesson? Enlightenment. Answer any confusing elements of. I also want to get a picture of their
from the day before and clear students minds. understanding of the previous day’s lesson and
Try to find a good point for comparison before how much of it they internalized.
heading into the lesson.
Acquisition Begin with a Lincoln Douglas style debate This should allow students to immerse 10 minutes
How will students acquire new content or skills? Is between a Immauel Kant and a Moses themselves in the time and feel what it was like
acquisition teacher or student-centered? Mendelssohn to show the difference between to think as the philosophers.
[Explain lesson goals by emphasizing LEQ/LLO] the two mindsets. Have students act as the
philosophers themselves. Provide them with
Break down the debate as such:
short scripts as if they were arguing over
metaphysics and its importance. After this short Mendelssohn: believed that metaphysics was
exercise break down the two philosophers something similar to math -->using conceptual
differing ideals on the whiteboard so they can analysis to understand it
visualize what they just experienced. Kant: believed that the mind had to be more
abstract to understand metaphysics -->used
more transcendental ideas
Extending & Refining I (group) Break students into groups of 4-5 depending on This should help students really connect to the 15 minutes
How will students practice new content and skills which philosophy they align themselves with. people in the time period and use primary
by working with classmates? How does this activity Have them discuss these ideas and analyze them sources to see what they believed in. They can
promote historical thinking skills and using according to the time period. Give out primary also analyze and discuss them as a group to
primary/secondary sources?
sources of philosophers ideas at the time such as bounce ideas around.
book excerpts.
Adjustments Ask questions once back in the big group to This should help me understand if I need to 5 minutes
What adjustments will you make if students determine the progress students have made. continue the group discussion or if I can
struggle or progress too quickly (before advancing This will be done in the form of a group quiz and continue to broad instruction.
further)? will not be graded but will allow other students
ASU Dept. of History· History Education Program· 2020-2021
to help those that don’t completely understand
the material.
Extending & Refining II (individual) For this part of the lesson, I’ll give my students This activity would help me see which students 10 minutes
How do students (and teacher) know if they are the assignment of writing a half page analysis of have a grasp on the philosophical differences
mastering the content and/or skills for this lesson? what they did in their groups. I would inquire between Enlightenment philosophers and why
[Formal, informal assessments to measure learning] them to write about how they felt about the they were different. I want to see a use of
different ways of thinking and what could historical background, cultural diversity, and an
possibly have led to the way different people analysis of the ideas of the philosophers at the
think. time to know that they fully grasp the
concepts.
Closure This would be a time for students to share what I want my students to be able to share their 5 minutes
How do students put it all together for today’s they wrote and to give brief summaries. This is opinions on deeper historical thinking and be
lesson? The closure activity helps tie this lesson to also a good time for questions about specific able to see how other students see the issue. I
the overall unit. Re-emphasize LEQ/LLO, problems they had and problems with think that this would allow for greater
UEQ/ULO, and “big picture” understanding
understanding the material. understanding of the material across the board
for all of my students.
Formative - Informal Summative - Formal
Assessments The formative assessment would measure progress by The summative assessment will be at the end of the unit
seeing how easily students are able to analyze and it will be a project based exam where students will
information. This assignment would be able to help me pick an example of a revolution or Enlightenment covered
understand the depth of knowledge across my students in class and cover it in more detail. They will show their
and tailor the next lesson to help or push them. I will ability to research like historians and also to show what
give a short quiz on the difference between both they were able to pick up in class. This will be done
philosophers during class as a way to measure their through either a presentation to the class or a research
progress. This will be done as a group quiz so that paper.
students do not feel very pressured and can help their
classmates that might not completely understand a
concept.
Materials & Supplies ● Computers/word processor ● Packet of primary sources for ● Sutori link:
students https://www.sutori.com/story/
philosopher-battle--WGKa22
mY97LdYXBxLDrHCgkh
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● Mendes-Flohr, Paul R., and Jehuda Reinharz. The ● Latin America, African
Where did you find helpful information, primary &
Jew in the Modern World: A Documentary ● Golden Ages too? Gupta, Islam, etc.
secondary sources, and lesson plan ideas?
History. New York: Oxford University Press, 2011.
ASU Dept. of History· History Education Program· 2020-2021
● Kant, Immanuel, Paul Guyer, and Allen W. Wood.
The Critique of Pure Reason. Cambridge:
Cambridge University Press, 2009.
HCN
● Philosopher battle: Mendelssohn vs Kant
○ Both had metaphysical beliefs but they differed in the way that they saw the world
■ Kant focused more on practical aspects of the Enlightenment while Mendelssohn thought more in the theoretical
○ Pull primary sources for Mendelssohn from JiTMW while Kant can come from Critique of Pure Reason
■ https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/5/25851/files/2017/09/kant-first-critique-cambridge-1m89prv.pdf
● Break students into groups of practical vs theoretical views on metaphysics and have them discuss amongst themselves why they feel this way. Pass out more
primary sources from different philosophers and have them discuss why they align with this mindset.
○ Also have questions about what it means at the time to believe in these ideas
■ How did this effect the way you lived, practiced religion, etc.
■ Did this change peoples perspectives on global events i.e. global exploration, transformation of society from feudal to democratic, etc?
■ How would you react if you were a normal person at the time and heard someone speaking of these ideas?
● Acquisition question: Alright, can someone tell me what the difference between the two main ideas are?
○ Follow up: How did they change the way people thought at the time?
■ Follow students answers to see if they were able to comprehend what was just portrayed in class.
● Quick writing assignment: Write a paragraph or two about what you learned in your group and how that relates to the time period. Find examples of events
in history that can be interpreted through a theoretical or practical perspective. Analyze the mindset that your group chose and find why it spoke to you.
● Final few minutes are for questions from students and their ability to share what they learned with the rest of the class.
○ Allow students to speak and give opinions because philosophy is super personal
○ Help field questions, particularly for historical events and whatnot
ASU Dept. of History· History Education Program· 2020-2021
