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New Forest Why History 7

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24 views5 pages

New Forest Why History 7

Uploaded by

Shavonae Wallace
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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New Forest High School Lesson Plan

National Standards Curriculum

Name: Shavonae Wallace 20215763

SUBJECT: Caribbean History GRADE: 7A10

DATE: September 17, 2024 DURATION: 1 hour

ATTAINMENT: Understanding the nature of History through research.

TARGET:

THEME: Discovering the nature, elements, and STRAND:


importance of History through historical
research

CLASS/LEARNER There are seventeen students in the class. Caribbean History


They are from neighboring communities to
PROFILE the school. They are from a rural middle to
upper class socio-economic background.

Students are very cooperative, energetic, and


willing to learn. Student’s reading level vary.
more than 50% of the class is not reading at
their grade level. They do not adequate
learning resources. There is no textbooks or
booklist provided by the department.
Approximately, 50% of the students are visual
learners and 20% are auditory learners and
other remaining 20% is kinesthetic learners.
While 10% are yet to discover their learning
style.
UNIT TITLE/FOCUS Why do we study History LESSON TOPIC: Why do we Study
History
QUESTION:

LEARNING At the end of the lesson students should be able to:


OBJECTIVES:

 Cognitive 1. Access the relevance or importance of history to everyday life


Domain after using Handout
2. Analyze five (5) importance of learning history to other subjects
after using handout.

 Psychomotor
Domain 3. Creates a mind map on the whiteboard showing connections
between past events and present after class discussion.
 Affective 4. Show appreciation for the importance of history in everyday life,
Domain by telling how history is used in other subject areas,

KEY SKILLS: This lesson is geared KEY


towards developing the VOCABULARY:
following skills.
LIFE SKILLS (HFLE): 
Communication

Writing

Critical thinking

Decision
making
 Collaboration
RESOURCES / YouTube video MODALITY Face-to-face
MATERIAL
Whiteboard
Projector
Speakers
Textbooks/Handouts
Markers

CONTENT OUTLINE/ History is the study of the past. The study of history helps make sense
SUMMARY of humankind. It also helps people understand the things that happen
today and that may happen in the future.
People trained in history are called historians. Historians usually
choose a particular time period or a particular group of people to
study. They may write books and articles to help other people
understand the past. They often use written records such as diaries,
letters, and newspaper articles to learn about the past. Records that
come from the time being studied are called primary sources.

Today records are easy to get. They are mostly written on paper or
stored on computers. But records from long ago may have been
written on stone or drawn on buildings. These records may be buried
in the ground, partially destroyed, or covered in layers of paint.
Historians who study ancient time periods must uncover these
records.

Historians may also use the tools of archaeology to study ancient


times. Archaeology is the study of the things that ancient people
made, used, and left behind. Some people a long time ago did not
have a way to write things down. But historians and archaeologists
still learn much about the way these ancient people lived. They do this
by studying the tools, homes, clothing, weapons, and other objects
that the ancient peoples used or owned.

REFERENCES: Textbooks

Wallace. June et al 2012, Creating a Nation, Carlong Publishers

NEW FORREST HIGH SCHOOL LESSON PLAN

National Standards Curriculum

PRIOR LEARNING Students were introduced to

LESSON DEVELOPMENTAL ACTIVITIES

ENGAGE: Student will be asked “Why do you think we learn history in


(Motivation & Orientation school?” A follow question will be asked “Can you think of a
Activities) moment in your life when history affected you directly? Students
will be encouraged to share their thoughts in a class discussion.

A short video will be shown engaging video clip (2-3 minutes) of


why we study history. Students will be asked to watch and record.

Focus Question

1. Identify 2 reasons why we study History?

(10 minutes)

EXPLORE: Students will be provided a handout with reason why we study


(Information Activities) history. They will be asked to read individually and answer the
focus questions.

Focus Questions

1. How can understanding history help prevent mistakes in


the future?
2. Can learning about history make us more responsible
citizens? How?
3. How do historical lessons impact global challenges like
climate change or social justice?
4. How does understanding history prepare us to make
informed decisions in everyday life?

(10 minutes)

EXPLAIN A discussion will be started to allow students to greater


(Information Activities) understanding by allowing students to articulate their learning and
refine their ideas. Students will be asked to share their finding
individually. Students will be prompted to think critically with
follow-up questions such as,

“What would life be like without knowing about the past?”

As students present, they will create a mind map on the whiteboard


showing connections between past events and present-day life
(e.g., Women's Suffrage → Right to Vote or Internet Development
→ Modern Communication).

Key Question:

1. Why is it important to understand the impact of historical


events on modern life?

(10 minutes)

ELABORATE/ EXTEND: Activity


(Application Activities)
Students will be divided into groups of four, they will receive a
worksheet containing key historical events on how history
impacted everyday aspects such as

a) laws, technology, education, or social movement.

Groups will be asked to lead a class discussion on how


knowledge of history can shape decision-making today.

EVALUATE: Students will be asked to write a short essay entitled ‘Why we


study History’.
(Evaluation Activities

ASSESSMENT Creativity /5 Accuracy of information /5 Explanation /5


CRITERIA:

ENRICHMENT/ Students will explore independently.


INDEPENDENT
LEARNING:

LEARNING
OUTCOMES:

(Evidence the students


have achieved the
objectives)

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