Lesson Plan Format:

Teacher James FitzPatrick

I.

Grade Level 12

Content and Standards: 8.1.W.A. Evaluate patterns of continuity and change over
time, applying context of events
8.1.W.B. Evaluate the interpretation of historical events and sources, considering the
use of fact versus opinion, multiple perspectives, and cause and effect relationships.

II.

Prerequisites: Students should likely have a basic understanding of who Columbus

was.

III.

Essential Questions: What is a hero? How is a hero defined? What influences a

heros social status?

IV.

Instructional Objective: The students will use analytical skills to identify a common
misinterpretation in history. They will also be able to identify new information related
to New World exploration.

V.

Instructional Procedures:
Part 1: Initial discussion asking: What is a hero? How is a hero defined? What
influences social status as a hero? (20 min)
Part 2: Lecture regarding Columbus. Describe what students may already know, but
what they likely dont know (Unappreciated facts about Columbus). (5 min)
Part 3: Lies My Teacher Told Me lists other potential discoverers of America, but the
reasons the West dominates course of history. (10 min)
Part 4: Videos explaining The kids Columbus and The other side of Columbus
Students should notice numerous differences. Ask students to note what is different
between the two. (15 min)
Part 5: Activity asking why or why not Columbus is a hero. Students must create a Tchart and list the reasons. This MUST be done on their I-Pad so it can be handed in
to Google Classroom electronically. End class with discussion as to why or why not
Columbus is a hero. (30 min)

VI.

Materials and Equipment: Students I-Pad will be used in order to view P.P. and
create T-chart

VII.

Assessment/Evaluation: Review and grading of students T-chart.

VIII.

Accommodations and Modifications/Differentiation: Students may work in groups

if they choose.

IX.

Technology: I-Pad with notability (or similar note-taking app) and Google Classroom

X.

Self-Assessment: Do the T-charts prove that students understand concepts from

Columbus journeys? Will they understand that history should usually be
questioned?