Secondary Lesson Plan: Field Experience III (EDUC 329) and IV (EDUC 429), Clinical

Practice ( EDUC 461), HIST 451/461

Instructions: Please write a lesson plan that includes the following components for each lesson you teach in your
placement setting. Be aware that, should they occur, one point will be deducted for every two
grammatical/mechanical errors. You must provide a copy of your lesson plan to your cooperating teacher or university
supervisor BEFORE you teach the lesson to students. Your teacher must sign and date the hard copy of your draft
plan.

Teacher Candidate
Patrick Nugent
School (NA for HIST 451)
Greenwood High School

Date/Time of Lesson
HIST 451)

3/24/15
Subject/Grade Level
11-12th Grade

(NA for

Observer
Mr. Fields
Cooperating Teacher

(NA for HIST

451)
Mr. Fields
Description of Lesson (a general description in two or three sentences of what you will do with your students)
In this lesson I will be going over the presidency and how it has changed throughout US history. I will also show how it helps
keep the legislative and judicial branch in check.

Lesson Plan Component

Lesson Topic/Title

Description
The Presidency

Title of lesson, similar to a book title

Curriculum Standards
Addressed

NCSS IV. WHAT IS THE RELATIONSHIP OF THE UNITED STATES TO OTHER NATIONS AND
TO WORLD AFFAIRS? B-1

NCSS Standard(s): List the number and

title of the theses addressed and then
briefly explain how this lesson addresses
each theme. (HIST 451 and EDUC 461
only)
SC Curriculum Standard(s): List the
number of the standard addressed and
then briefly explain how this lesson
addresses each standard.
SC Academic Indicator(s): List the
number and write the indicator

Standard USG-2: The student will demonstrate an understanding of foundational

American
political principles and the historical events and philosophical ideas that
shaped the development and application of these principles.
USG-2.2 Evaluate the formal and informal structure, role, responsibilities, and authority
of the
legislative, executive, and judicial branches of the national government as the
embodiments of constitutional principles.
Standard USG-4: The student will demonstrate an understanding of civil rights and

Lesson Plan Component

Description
civil
liberties, the role of American citizens in the American political system, and
distinctive expressions of American political culture.
USG-4.4 Analyze the process through which citizens monitor and influence public
policy,
including political parties, interest groups, the media, lobbying, donations, issue
advocacy, and candidate support.

Cross-Curricular Connections
Write how the lesson is integrated with
other social studies subject areas.

Instructional Objectives
What should students know or be able to
do by the end of the lesson?
Students will (VERB)

Provided with a quiz, the students will be able to answer 3 out of the 5 questions based
on the material covered during the lesson.

Every lesson should address

Historical Thinking Skills and
Literacy)
Objectives should be observable
and
measureable
List the numbers for the standards
that each objective addresses; i.e.,
NCSS 1, SC GS-6.1

Materials/Resources

In the previous classes they have learned about the legislative and judicial branches of
government. This lesson will show how the executive branch helps check and balance
both the Judicial and Legislative Branches.

List all materials needed to

implement your lesson; e.g.,
pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be

Promethean Board
Google slide with a short video clip

Quiz

Lesson Plan Component

Description

integrated in the lesson to

enhance the learning experience,
address how.

Prerequisites (Prior
Knowledge)

The students will need to know basic information about the Presidency and what it
represents.

List skills/abilities students will need to

successfully participate in their learning
experience according to the following
developmental needs:
Social

Cognitive

Physical
Emotional

Accommodations

How will you accommodate for

varying rates of learning (early
finishers/slower-paced learners),
learning styles, and any relevant
diversities?
What accommodations will be
made for students with special
needs?

There will be visual aids (pictures and videos) to help show the students what we are going over. I
will also be asking the students questions to keep them engaged and thinking about what we are going
over. At the end there will be a short quiz so that the students will write down what they have just
learned to help them remember later. Also if anyone is slow at taking notes I could provide a copy of
my google slide. By doing all of this I will be able to teach to a variety of learning styles during my
lesson.

References

The Presidents (n.d.). In The White House . Retrieved from

Cite all references for materials/resources https://www.whitehouse.gov/1600/Presidents
used in preparing the lesson. Citations
should be in APA, 6th edition format.

Procedures

Motivation

Grouping

Instructional Strategies (steps in

the lesson)

Start out with some general questions directed toward the students about past
presidents. Then start with how the executive branch has changed since President
Lincoln was assassinated. Go on to mention how the secret service has gone from a
hand full of men, to a full time staff the size of a small army. Show how Watergate
changed how the media focused on the presidency. Ask the students how they view the
presidency today and how much they trust it. At the end show how much money was
3

Lesson Plan Component

Description

to include questioning
spent this past election, and what this might mean in terms of how the presidency is
techniques and
viewed.
lesson closure
*Examples: Bell Ringer
activity, primary
source activities, debates,
video
analysis, closing activities
that recap
the lesson
*Be sure to explain how
you will teach
historical thinking and
literacy.

Assessment(s) of the
Objectives

There will be a 5 question quiz handed out at the end of class to see what the students
learned.

What assessment(s) will you use to

determine what students learned and
achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

Evaluation of Lesson
Were objectives successfully achieved?
What went well? What would you like to
improve? What adjustments will be made
in succeeding lessons?

Notes:
__________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
4

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Secondary Lesson Plan: Field Experience III (EDUC 329) and IV (EDUC 429), Clinical
Practice ( EDUC 461), HIST 451/461
Instructions: Please write a lesson plan that includes the following components for each lesson you teach in your
placement setting. Be aware that, should they occur, one point will be deducted for every two
grammatical/mechanical errors. You must provide a copy of your lesson plan to your cooperating teacher or university
supervisor BEFORE you teach the lesson to students. Your teacher must sign and date the hard copy of your draft
plan.

Teacher Candidate
Patrick Nugent
School (NA for HIST 451)
Greenwood High School

Date/Time of Lesson
HIST 451)

4/2/15
Subject/Grade Level
11-12th Grade

(NA for

Observer
Mr. Fields
Cooperating Teacher

(NA for HIST

451)
Mr. Fields
Description of Lesson (a general description in two or three sentences of what you will do with your students)
In this lesson I will be going over poverty and how it varies around the world. I will also compare our poverty to global poverty.
5

Lesson Plan Component

Lesson Topic/Title

Description
Poverty

Title of lesson, similar to a book title

Curriculum Standards
Addressed
NCSS Standard(s): List the number and
title of the theses addressed and then
briefly explain how this lesson addresses
each theme. (HIST 451 and EDUC 461
only)
SC Curriculum Standard(s): List the
number of the standard addressed and
then briefly explain how this lesson
addresses each standard.
SC Academic Indicator(s): List the
number and write the indicator

Cross-Curricular Connections
Write how the lesson is integrated with
other social studies subject areas.

Instructional Objectives
What should students know or be able to
do by the end of the lesson?
Students will (VERB)

Standard ECON-1: The student will demonstrate an understanding of how scarcity and
choice
impact the decisions of families, businesses, communities, and nations.
ECON-1.2 Explain why the productive resources of land, labor, and capital are limited.
Standard ECON-5: The student will demonstrate an understanding of how personal
financial
decisions affect an individuals present and future economic status.
ECON-5.2 Explain that income for most people is determined by the market value
of the
productive resources they sell.

We will be covering how poverty has changed in the past 100 years and how it is different around
the globe. Since poverty is a universal issue and has been a problem throughout human history,
this subject could be linked to just about any type of social studies class.

Provided with a quiz, the students will be able to answer 3 out of the 5 questions based
on the material covered during the lesson.

Every lesson should address

Historical Thinking Skills and
Literacy)
Objectives should be observable
and
measureable
List the numbers for the standards
that each objective addresses; i.e.,
6

Lesson Plan Component

Description

NCSS 1, SC GS-6.1

Materials/Resources

List all materials needed to

implement your lesson; e.g.,
pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be
integrated in the lesson to
enhance the learning experience,
address how.

Prerequisites (Prior
Knowledge)

Promethean Board
Short slide show

Quiz

The students will need to know what poverty looks like in America, and how it effects
those who live in it.

List skills/abilities students will need to

successfully participate in their learning
experience according to the following
developmental needs:
Social

Cognitive

Physical
Emotional

Accommodations

How will you accommodate for

varying rates of learning (early
finishers/slower-paced learners),
learning styles, and any relevant
diversities?
What accommodations will be
made for students with special
needs?

References
Cite all references for materials/resources
used in preparing the lesson. Citations
should be in APA, 6th edition format.

There will be visual aids (pictures) to help show the students what we are going over. I will also be
asking the students questions to keep them engaged and thinking about what we are going over. At the
end there will be a short quiz so that the students will write down what they have just learned to help
them remember later. Also if anyone is slow at taking notes I could provide a copy of my google slide.
This lesson allows me to reach out to a variety of learning styles such as, visual and physical learners.

Labor Force Statistics from the Current Population Survey (2015, April 1). In Bureau of Labor
Statistics Data. Retrieved April 1, 2015, from http://data.bls.gov/timeseries/LNS14000000
The World Fact Book (n.d.). In CIA. Retrieved April 1, 2015, from
https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
7

Lesson Plan Component

Procedures

Motivation

Grouping

Instructional Strategies (steps in

the lesson)
to include questioning
techniques and
lesson closure
*Examples: Bell Ringer
activity, primary
source activities, debates,
video
analysis, closing activities
that recap
the lesson
*Be sure to explain how
you will teach
historical thinking and
literacy.

Assessment(s) of the
Objectives

Description
I will start the lesson with some general questions directed toward the students about
their thoughts on US poverty compared to other nations. Then we will move on to
discuss how poverty in our nation has changed since the Great Depression. Next I will
mention how the US has gone from suffering one of the worlds harshest economic
disasters, to leading the world in the fight against poverty. Later I will show how nations
like India, Belize, Afghanistan, and Ethiopia have people who live in extreme poverty. The
students will then be asked why they believe those nations suffer so much. I will then
show the students how industry and education have a direct effect on income.

There will be a 5 question quiz handed out at the end of class to see what the students
learned.

What assessment(s) will you use to

determine what students learned and
achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

Evaluation of Lesson
Were objectives successfully achieved?
What went well? What would you like to
improve? What adjustments will be made
in succeeding lessons?
8

Notes:
__________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Secondary Lesson Plan: Field Experience III (EDUC 329) and IV (EDUC 429), Clinical
Practice ( EDUC 461), HIST 451/461
Instructions: Please write a lesson plan that includes the following components for each lesson you teach in your
placement setting. Be aware that, should they occur, one point will be deducted for every two
9

grammatical/mechanical errors. You must provide a copy of your lesson plan to your cooperating teacher or university
supervisor BEFORE you teach the lesson to students. Your teacher must sign and date the hard copy of your draft
plan.

Teacher Candidate
Patrick Nugent
School (NA for HIST 451)
Greenwood High School

Date/Time of Lesson
HIST 451)

4/14/15
Subject/Grade Level
11-12th Grade

(NA for

Observer
Mr. Fields
Cooperating Teacher

(NA for HIST

451)
Mr. Fields
Description of Lesson (a general description in two or three sentences of what you will do with your students)
In this lesson I will be going over unions and how it has changed the US throughout history. I will also show the pros and cons of
having unions in our nation.

Lesson Plan Component

Lesson Topic/Title

Description

Unions (Showcase Lesson)

Title of lesson, similar to a book title

Curriculum Standards
Addressed
NCSS Standard(s): List the number and
title of the theses addressed and then
briefly explain how this lesson addresses
each theme. (HIST 451 and EDUC 461
only)
SC Curriculum Standard(s): List the
number of the standard addressed and
then briefly explain how this lesson
addresses each standard.
SC Academic Indicator(s): List the
number and write the indicator

Cross-Curricular Connections
Write how the lesson is integrated with
other social studies subject areas.

Standard ECON-3: The student will demonstrate an understanding of how

government
policies, business cycles, inflation, deflation, savings rates, and
employment affect all economic entities.
ECON-3.5 Explain how the federal government regulates the American economy in order
to
provide economic security, full employment, and economic equity.
ECON-3.7 Illustrate the relationships among business cycles and unemployment,
growth, price levels, wage rates, and investment.
EEDA Standard on career clusters will be related to how students can live in another state
and work for a union.
This lesson will require the students to think about current events and recent history of
Unions which will link to US history.

10

Lesson Plan Component

Instructional Objectives
What should students know or be able to
do by the end of the lesson?
Students will (VERB)

Provided with paper, the students will be able to answer 3 out of 5 questions correctly on
a quiz based on unions.

Every lesson should address

Historical Thinking Skills and
Literacy)
Objectives should be observable
and
measureable
List the numbers for the standards
that each objective addresses; i.e.,
NCSS 1, SC GS-6.1

Materials/Resources

Description

List all materials needed to

implement your lesson; e.g.,
pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be
integrated in the lesson to
enhance the learning experience,
address how.

Prerequisites (Prior
Knowledge)

Promethean Board
Paper

Power Point

The students will need to know basic information about Unions, and its absence in our
state.

List skills/abilities students will need to

successfully participate in their learning
experience according to the following
developmental needs:
11

Lesson Plan Component

Social

Cognitive

Physical
Emotional

Accommodations

How will you accommodate for

varying rates of learning (early
finishers/slower-paced learners),
learning styles, and any relevant
diversities?
What accommodations will be
made for students with special
needs?

Description

There will be visual aids (pictures) to help show the students what we are going over. I will also
be asking the students questions to keep them engaged and thinking about what we are going
over. At the end there will be a short quiz so that the students will write down what they have just
learned to help them remember later. Also if anyone is slow at taking notes I could provide a copy
of my google slide. This lesson allows me to reach out to a variety of learning styles such as,
visual and physical learners.

References

Cite all references for materials/resources

used in preparing the lesson. Citations
should be in APA, 6th edition format.

Procedures

Motivation

Grouping

Instructional Strategies (steps in

the lesson)
to include questioning
techniques and
lesson closure
*Examples: Bell Ringer

Dannin, E., & Hodges, A. (2013, August 1). What Ifs? The Sad Tale of Darlington Mills . In
Truth-out. Retrieved from http://www.truth-out.org/opinion/item/17790-what-ifs-the-sadtale-of-darlington-mills#
Labor Movement (n.d.). In History. Retrieved from http://www.history.com/topics/labor
Jenkins, C. (2015, April 2). South Carolina governor takes aim at union 'bullies' in Boeing
labor vote. In Reuters. Retrieved from http://www.reuters.com/article/2015/04/02/usboeing-machinists-haley-idUSKBN0MT24A20150402
Bell, R. (2014, February 20). South Carolina: Union jobs aren't welcome here. In USA Today.
Retrieved from http://www.usatoday.com/story/money/cars/2014/02/20/no-south-carolinaunion-jobs/5642031/

I will start the lesson by introducing Unions and asking the students what they already
know about them. After the brief pre-assessment I will start to lecture on how unions
began over 100 years ago. Then I will move on to how they operate when there is a
strike. Next I will begin to discuss what it is like for workers who are hired to work during
a strike. Finally I will move on to show where our state stands in terms of being a right to
work state. At the same time I will show how Nikki Hayley has stood up against unions
attempting to move into Charleston lately. Once we reach the end there will be a short 5
question quiz within the power point that the students will take.

12

Lesson Plan Component

Description

activity, primary
source activities, debates,
video
analysis, closing activities
that recap
the lesson
*Be sure to explain how
you will teach
historical thinking and
literacy.

Assessment(s) of the
Objectives

The students will be given a short 5 question quiz that will cover the material we just
went over.

What assessment(s) will you use to

determine what students learned and
achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

Evaluation of Lesson
Were objectives successfully achieved?
What went well? What would you like to
improve? What adjustments will be made
in succeeding lessons?

Notes:
__________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
13

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

14