Viterbo University

Lesson Plan Template

Effective Fall 2014

This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each
of the lesson plan components, see the Viterbo Essential Elements posted on Moodle in the Education Majors
course. All items below will expand as needed to add text.
Name_Christopher Ries____________________

Date___2/21/16____________________

Lesson Title_Power Sharing in Post-Invasion Iraq____________

Frame_90 minutes____________

Grade Level _11___________

Time

Learner Profile and Contextual Factors:

Curriculum Standards:

Unit Goal/Central Focus

the belief that, after death, the soul flies up onto the

After the simulation, the students

will have an informed opinion on the
topic of the Iraq governance and
potential solutions to the problem.

roof and gets stuck there.

Unit Summative Assessment

Governance Proposal

Resources
Materials:
Handouts

Youtube viewing device

People:
Two instructional staff

Prior Student Knowledge: Students will review their previous learning on different types of power sharing in the structure of government
(Federation, Confederation, Unitary) and apply that to the people of Iraq
Lesson Objectives:
Students will be able to:
1. Describe the perspectives of the main groups in conflict in Iraq
2. Identify at least two needs of each group in conflict.
3. Explain at least three reasons a particular government type would be
beneficial for the people of Iraq.

Formative Assessment: Student groups will create proposals for

structuring the government of Iraq. This can be done as by writing a
persuasive speech, a written constitution, or a poster board presentation.

Academic Language:
Key Language demands and
functions
Content language to be used as a
means to explore ideas of various
methods of power sharing within
a society.

Academic Language

Practice

Vocabulary: Shia, Sunni, Caliph,

Kurd, Federation, Confederacy,
Unitary

Students will use this vocabulary

to describe the parties involved,
and to explain various types of
government structure.

Support
Students will use prior knowledge
with government types and apply it
to various groups presented in the
handouts.

INSTRUCTION
Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment.
You should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the
lesson from the plan.
Time

Intro/Motivation/Anticipatory Set: -Class will be shown a

short clip showing Iraq and the violence that currently
exists there. http://youtube.com/watch?
v=XgH4ZTH0jzE
-Teacher will give a short lecture highlighting all of the relevant
points regarding the current political and military situation in
Iraq.
-Class will be told that they will be participating in negotiations
to create a new constitution for Iraq, and that they will be
trying to make the new constitution compatible with the needs
of their assigned group.

Differentiation for All / Multiple Pathways/Alternative Teaching

Approaches

Instructional Procedures/Developmental Lesson/Universal Core:

1.
Theclasswillbebrokendownintofourgroupsandeach
groupwillbegivenahandoutexplainingoneofthe
perspectives.
2.
Teacher 1 will go meet with each group and
discuss/clarify their position. Once everyone
understands their perspective, the groups will
be dissolved and organized into four new groups
each with a person from each of the first
groups.
3.
Within groups, each member will teach the rest
of their groups about their perspective. Teacher
2 will be clarifying information to ensure
accuracy between groups
4.
Each team will be given a handout explaining to
them which perspective they will be taking in
the simulation and a list of items that they want
to get incorporated into the new constitution.
5.
Teams will create a proposal for a solution that
they will present to the class along with their
justifications. Each group may choose its own
form (speech, poster, ets) by which it can
express its proposal.
6.
Each team will chose a spokesperson who will
represent the group in the conference and
provide them with a brief introductory speech
advocating one solution.
7.
Class will form a circle with the spokesperson for
each group in the middle and after giving their
intro speeches, will discuss all of the options
and attempt to come to an agreement on a new
constitution. (At any time the conference may
go into recess to allow each group to discuss
developments in the talks in order to reevaluate
their position or arguments)

Closure: After the time limit has been reached (it will
be set to be about 25 min before the end of class),
groups will dissolve and the class will discuss any
difficulties that their group encountered, and in
general the difficulties that lie in finding a workable
solution to a problem as complex as this.
Students will write a short paper or audio recording in
class on what they believe is the best solution for Iraq
based on the arguments made in class.

IEP Requirements
SP Due to motor challenges due to CP - will need staff to scribe notes. Staff will also need to read his notes to classmates during the sharing
phase.
SL Due to processing delays will need simplified text to explain various perspectives. During the sharing phase staff will assist in simplifying his
peers information for his own note taking.
Rationale/Theoretical Reasoning/ Research: Simulation has long been held as a method by which students can construct an understanding of
complex social systems by experiencing elements of it for themselves.

Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?

Classroom Management: Students with a known history of having negative interactions will be split such that they are in
different sharing groups during the sharing group phase

Safety: General classroom safety rules apply. As they will not be using anything out of the ordinary, there are no additional
safety concerns to consider.

Analysis: After creating their proposals, students will be able to accurately identify three of the four main interest groups given a description of
their history and present condition.
Students will describe how the various forms of government would impact each group and their desire to participate in that system.

Reflection/Future Modifications:

To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of
student learning?
What did you learn about your students as learners?
What will be your next instructional steps?
What have you learned about yourself as a teacher?