World History Lesson Plan

Mid-term Review Project: Research, Collaborate, Present

Length of lesson: 3 class periods

Standard:
HSCE WHG 4.1
Analyze important hemispheric interactions and temporal developments during an era of
increasing regional power, religious expansion, and the collapse of some empires.
Context of Lesson:
Students have now finishing the first semester. They have learned about history from the first
civilizations and empires to the middle ages when new patterns of civilization were arising
around the world. Their studies were organized around different regions and sectors of the world
such as: Africa, Asia, Americas, China, Christianity, Islam, etc.
Overview:
This lesson is meant to help students refresh their memories, in depth, on one specific person,
place, or event. They will present their research with the rest of the class, as well. However, this
will only take place after they have linked up with other classmates who have topics they would
call similar. Meaning, they could both categorize their research under one major overarching
theme, Islam, for example. After the students with like-minded topics all match up the group
will collaborate to answer deeper, more analytical, questions concerning their theme. This will
then be presented to the class in its entirety.
Central problem/Essential Question:
How does your specific research topic relate to the topics assigned to the other members of your
class? What do they have in common? How do they differ? What would you call the
overarching title of your different topics when categorizing them into one theme? What are
some of the deeper implications of how your topics connect?
Objective(s):
Students will be able to compare and contrast how major people, places, and things throughout
history link together, while also summarizing how these topics are associated to their particular
region of study.
Anticipated student conceptions or challenges to understanding:
Logistically speaking, students who do not participate in doing their individual research will
make the overall project harder for the rest of the people in their group. To combat that problem,
teacher will assist where needed.

Instructional Sequence
Part 1: Research your assigned topic individuallyyoure the expert
Look for information that tells us about the who, what, where, when, why, and how of
things concerning your topic. Include a picture and facts that you feel would give a
uniformed audience a well-rounded idea of why your topic is important.
Part 2: Come together with a larger group to collaborate
Decide what you feel is the main idea that links all your topics together. (A list of
categories that your topics all fit underneath may or may not be given to you). You will
have to walk around the room talking to your classmates about their topics. Decipher
whether or not the two of you have topics with an overarching concept/theme in
common. Five or six of you will be able to organize into a group. All of the common
themes you have will be one of the areas of study we have gone over during first
semester.
Create a visual representation of your category of study on the large bulletin-board paper
thats provided
- Draw or print a picture depicting your category
- Include every person of the groups one-page research paper of their topic on your
group visual
Share ideas as you answer the questions assigned by the teacher. Write them on a
separate sheet of paper or directly on the collaborative project.
Part 3: Present to the class
Together, explain the following:
- What is the main category/concept that your group is representing?
- Tell us a little about each topic you individually worked on
- Share with us your answers from step 2
Materials/Evidence/Sources:
-notes, book, handouts, etc. for information when researching
-bulletin-board paper, markers, rulers, scissors, tape and/or glue for collaboration
-all necessary handouts and rubric to make the project more understandable for the students