Kelly Bastow-Cox
New York City Lesson Plan
Grade: 10
NCSCOS:
Historical Tools:
1.02 Analyze and interpret primary and secondary sources to compare views, trace
themes, and detect bias.
World History:
4.01 Analyze the causes and assess the influence of seventeenth to nineteenth century
political revolutions in England, North America, and France on individuals, governing
bodies, church-state relations, and diplomacy.
Materials: Computers, LCD projector, Overhead projector, presentation materials.
Focus/Review:
The teacher will discuss with the students the importance of leaders in changing societies.
The teacher will then ask students to recall names of world leaders that were influential
during times of change that have been studied. The teacher will write student responses
on the overhead projector.
Statement of Objective:
Students will write reports on individual biographies about a person by choosing a wax
figure from selected pictures and researching the person for important information about
their lives. They will come together in groups and create presentations of their
information for the class.
Teacher Input:
The teacher will begin the lesson by showing multiple slides of pictures of world leaders
from the wax museum. The teacher will briefly review basic facts about each by asking
students in the class. The teacher will also be assigning a group of four students to each
of the world leaders. The teacher has predetermined groups.
Guided Practice:
The teacher will explain the biographical assignment. The groups will develop
biographies of each of the leaders highlighting specifically which political revolution
influenced them the most.
The teacher has provided some in class time for research and set a due date for the
presentations and the reports.
The teacher will also go over major political movements in various countries, reviewing
the significance of each.
Independent Practice:
The teacher will now take all students to the computer lab/library for research. Each
group will be given a list of requirements for their presentation and reports.
When a sufficient amount of time has been given for research, the students will return to
the classroom. The students will use the remaining class time to create outlines for their
reports and presentations.
At a later date each group will present their biographies to the class. The class will
evaluate each group’s presentation for accuracy, professionalism, interest, and creativity.
Closure:
The teacher will begin a short discussion about the biographies and what they found most
interesting.