CSULB History Social Science Lesson Plan Template
Lesson Title: The Salem Witch Trial Crisis of 1692 Date: 10/12/21
Unit Central Historical
How effective was the new technology during WWI in terms of casualties?
Question(s):
Subject / Course: United States History
Grade: 8th Grade
Lesson Duration: 55 Min.
Content Learning Objective (content and product):
After analyzing four documents in pairs and using a graphic organizer students will
be able to write a one paragraph response to the question “What were the causes
and consequences of the Salem Witch Crisis of 1692?” with 80% accuracy.
Historical Thinking Learning Objective (thinking skill and product):
Students will be able to list the causes and consequences of the Salem Witch Trials by
creating a paragraph response using evidence from the primary and secondary source
documents..
Historical Thinking Skill, California Content, and Common Core Standards Addressed:
Key Ideas and Details:
1. [Link].9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
2. [Link].9-10.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
3. [Link].9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
Craft and Structure:
4. [Link].9-10.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
Integration of Knowledge and Ideas:
5. [Link].9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
Narrative Summary of Tasks / Actions:
1. Warm Up (10 min)
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CSULB History Social Science Lesson Plan Template
2. Read Aloud The Salem Witch Trials Summary (11 min)
3. Primary Source A and Graphic Organizer (12 min)
4. Primary Source B Graphic Organizer (12 min)
5. Debrief (5 min)
6. Exit Slip (5 min)
Materials / Equipment:
Salem Witch Trials Summary: Individual Copies
Primary Source Copies : A and B Individual Copies
Graphic Organizer Individual Copies
Highlighter
Inquiry-Based Lesson Plan for History-Social Science
1. Anticipatory Set Time: 10 minutes
Students will take out their Warm Up notebooks and begin responding to the questions
that are projected on to the projector.
Students will respond to two warm up questions independently.
Students will be asked to infer and raise questions in regards to the Salem
Witch Trials of 1692.
Students will pair-share with their partners before participating in a whole
class discussion.
Time: 1 minute (Will be expressed in Summary
2. Central Historical Question for Lesson
Reading)
What caused the Salem Witch Crisis of 1692?
3. Teacher Input (delivery of historical context) Time: 11 minutes
Students will participate in a secondary source Read Aloud of the Salem Witch Trials.
Students will have the opportunity to annotate and ask questions in regards to the Salem
Witch Trials.
4. Student Activity and Investigation (w/
Time: 12 minutes
differentiation)
Students will be broken off into pairs. Students will be given Document A, Document B
and a graphic organizer. Students will be responsible for reading Document A they can
choose to read it independently or together. They will analyze, highlight, and seek to look
for the causes and consequences of the Salem Witch trials. Students will use the
documents to also complete their graphic organizer. Students must complete the two
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CSULB History Social Science Lesson Plan Template
sections of their graphic organizer that correspond with Documents A and B. I will be
providing differentiation through explicit teaching and immediate feedback.
5. Lesson Assessment (w/ differentiation) Time: 12 minutes
Students will work in pairs. Students will work on the graphic organizer together. In this
graphic organizer students will be responsible for analyzing the type of source they have
as well as providing a response on how they arrived to that conclusion. Students will have
to answer “According to this document, why did the people of Salem believe the girls’
accusations?” Students will have to analyze Document A, B, C, and D. At the end
students will be able to demonstrate understanding of the learning objective by
responding the inquiry question and using all four pieces of evidence to support their
response.
6. Closure Time: 5 minutes
Students will be able to debrief with the teacher. The whole class will come back together
and share some of their findings. Pairs will be given the opportunity to add to or change
some of their responses. As the instructor I will be using guidance questions to inform my
lesson for the next day. I will also be providing insight information on what I observed as I
circled and monitored the room. I will also be filling in any gaps or missing information to
ensure we are moving forward to meeting the learning objective.
7. Student Reflection (metacognition) Time: 5 minutes
In order for students to reflect on what they just learned before exiting the classroom
students will be given five minutes to complete the first part of their graphic organizer.
Students will also be asked to write down one cause and one consequence that they have
learned about so far that might have caused the Salem Witch Crisis of 1692.
