Lesson Plan
Class: Yr11
Date: 11/10/10
Time: Start: _9:00________________________
Finish: __10:40_______________________
Key Learning Area: Case Study: The Boxer
Rebellion in China
Lesson Topic: Support the Qing, Destroy the Foreign
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have previously studied the background and cultural and religious reasons for the lead up to the Boxer Rebellion and are beginning to recognise the
consequences and implications for China. Also, students will benefit greatly from the task if they have prior knowledge of the rebellion or have any Chinese
Modern History familiarity. This can lead to having this prior knowledge challenged or build on this understanding.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
P1.1 describe the role of key individuals,
groups and events of selected studies
from the
eighteenth century to the present
P2.1 identify forces and ideas and explain
their significance in contributing to
change and
continuity from the eighteenth century to
the present
P3.4 identify and account for differing
perspectives and interpretations of the
past
Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- Learn the role of the Righteous and Harmonious Fists or the
boxers and begin to understand the open door policy
Assessment:
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
-
Questioning
-
Worksheets
- Have a sound understanding of skills needed for Historical
investigation
-
Youtube clips
-Able to engage with different perspectives from a critical position
-
Debate
-Demonstrate empathy for the different groups within and
involving the Rebellion
-
Snake reading
-Able to adopt a perspective, other than their own, to present an
argument
Any safety issues to be considered:
Students must wear appropriate, enclosed
footwear in the classroom and ensure that all
chairs are tucked into desks when leaving the
classroom to reduce the risk of students tripping
over chair legs.
Resources:
Handouts ‘Support the Qing, Destroy the Foreign’, YouTube clip
http://www.youtube.com/watch?v=F4QdEKjEg88, Numbered Cards
LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
T. grasps Ss attention
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
Resources and Organisation:
5-8min
T. starts Youtube clip
http://www.youtube.com/watch?v=F4QdEKjEg88
As a hook for the lesson
T. describes some key points represented in the clip and asks
for some other ideas
http://www.youtube.com/watch?v=F4QdEKjE
g88
laptop and projector
T. explains the lessons plan, hands out source cards titled
‘Support the Qing, Destroy the Foreign’
& numbered cards. The Ss with the first number need to
assemble into group with the same number and that is their
source for historical investigation.
T. hands out the cards so as to pair students who may
struggle with some of the concepts in the activity with higher
achieving students as a form of peer-scaffolding, without Ss
feeling like this is the case as the use of cards seems like a
non-bias form of establishing groups
Desks need to be in groups of 5
Handouts ‘Support the Qing, Destroy the
Foreign’
Numbered Cards
T. lead discussion about what ideas
were presented
T. introduces the lesson
DEVELOPMENT
T. gives instructions for reading
2min
T. chooses a side of the classroom to start with and snake
reading begins, the entire class listens to the person speaking.
T. draws attention to differing and opposing perspectives
10min
Questioning
Investigating and developing skills
needed for Historical investigation
T. writes on the board
In your groups answer the following questions in exercise
books;
1. Name the source, whose perspective
2. Summarise
3. What does this tell us about the Boxer Rebellion
4. What is the significance of this?
Exercise books
Handouts ‘Support the Qing, Destroy the
Foreign’
T. counts down the time remaining (5min, 2min, 1min)
10min
T. Asks Ss to go their group with their second Number and
repeat the task
T. counts down the time remaining (5min, 2min, 1min)
15min
Development of literacy
T. explains details for the debate
T. clarifies task
1520min
Students return to their original seating structure
T. writes on the board
-Write 1 paragraph comparing/contrasting the perspectives
you have studied
Teacher writes 4 groups on the whiteboard; Western
Importers, the People, The Boxers, The Empress of the Qing
Dynasty
Teacher asks students to explain whether the groups would
be for or against conscription
Split the class into 4 groups. Assign each group a perspective
from above
Have a mini debate, lead by teacher
Each group comes up with three points supporting their
Desks would need the group work
arrangement still
argument and a closing argument
Summarise each argument on the whiteboard as a closing
exercise
CONCLUSION
As a closing exercise T. asks Ss to
vote
Empathetic Task
3min
T. writes on the board
TALLY:
Support the Qing, Destroy the Foreign
Vs.
All For: The Open Door Policy
T. asks Ss to vote for a perspective and writes a tally on the
board
White/Black board and markers