Clinical Field Experience C: Social Studies Mini-Lesson Plan Part 1: Social Studies Mini-Lesson Plan Social studies standard: Arts standard: Grade level: Learning objective: 1-2 learning objectives: Instructional strategy: Description of the learning activity that successfully integrates social studies and the arts (100-150 words): Formative assessment: Part 3: Reflection Advance Questions for Exam #1 of Tuesday, October 30 1. American presidents by custom address the United Nations General Assembly during its annual opening session in NYC each September. Their speeches or addresses are oftentimes used as a way to frame a particular view of the world. They might offer a judgment on whether conflict or cooperation, realism or idealism, best describes the nature of political humankind. View 48-minute “Watch President Obama Deliver His Final Speech at United Nations.” Offer an informed opinion. Was President Obama’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion. 1. Same question, different American president. Watch 41-minute “President Trump addresses U.N.” Offer an informed opinion. Was President Trump’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion. 1. A 10-question interactive quiz on recent Nobel Peace Prize recipients is stored on BlackBoard. Access and take “Quiz: How Much Do You Know About Nobel Peace Prize Winners?” How you score on this online quiz is unimportant (and will be known only by you). This exercise is solely to introduce students to various “actors” in global politics, in this case actors who have been awarded a very prestigious prize. I took the quiz and read of recent recipients of the Nobel Peace Prize. Yes or No (self-grading) 1. Read “The Arrow of History,” an op-ed by the Washington Post’s Charles Krauthammer. Explain how Krauthammer distinguishes between realists and idealists. 1. I read chapter 1 of the textbook or e-textbook, The Globalization of International Relations. Chapter 1 covers a broad swath of I.R. topics including globalization, state and non-state actors, global geography, and the evolving international system. Yes or No (self-grading) 1. Summarize David Brooks’ “All Politics is Thymos (Recognition).” In your response, offer a present-day example of how the human need for recognition is seen or plays out in global politics. 1. Section 1.3 of the course textbook introduces the framework of geography and of how world regions differ from each other. The global North – global South gap between the industrialized, relatively rich countries of the North and the relatively poor countries of the South is arguably the most salient or important factor at the system or global level of analysis. What percentage of the world’s population lives in the global North? What percentage lives in the glob.

1. Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard:
Arts standard:
Grade level:
Learning objective:
1-2 learning objectives:
Instructional strategy:
Description of the learning activity that successfully integrates
social studies and the arts (100-150 words):
Formative assessment:
Part 3: Reflection
Advance Questions for Exam #1 of Tuesday, October 30
1. American presidents by custom address the United Nations
General Assembly during its annual opening session in NYC
each September. Their speeches or addresses are oftentimes
used as a way to frame a particular view of the world. They
might offer a judgment on whether conflict or cooperation,

2. realism or idealism, best describes the nature of political
humankind.
View 48-minute “Watch President Obama Deliver His Final
Speech at United Nations.” Offer an informed opinion. Was
President Obama’s speech predominately one of realism or
idealism? Cite two or more examples or excerpts from the
speech to support your opinion.
1. Same question, different American president. Watch 41-
minute “President Trump addresses U.N.” Offer an informed
opinion. Was President Trump’s speech predominately one of
realism or idealism? Cite two or more examples or excerpts
from the speech to support your opinion.
1. A 10-question interactive quiz on recent Nobel Peace Prize
recipients is stored on BlackBoard. Access and take “Quiz:
How Much Do You Know About Nobel Peace Prize Winners?”
How you score on this online quiz is unimportant (and will be
known only by you). This exercise is solely to introduce
students to various “actors” in global politics, in this case
actors who have been awarded a very prestigious prize.
I took the quiz and read of recent recipients of the Nobel Peace
Prize. Yes or No (self-grading)
1. Read “The Arrow of History,” an op-ed by the Washington
Post’s Charles Krauthammer. Explain how Krauthammer
distinguishes between realists and idealists.
1. I read chapter 1 of the textbook or e-textbook, The
Globalization of International Relations. Chapter 1 covers a
broad swath of I.R. topics including globalization, state and

3. non-state actors, global geography, and the evolving
international system. Yes or No (self-grading)
1. Summarize David Brooks’ “All Politics is Thymos
(Recognition).” In your response, offer a present-day example
of how the human need for recognition is seen or plays out in
global politics.
1. Section 1.3 of the course textbook introduces the framework
of geography and of how world regions differ from each other.
The global North – global South gap between the industrialized,
relatively rich countries of the North and the relatively poor
countries of the South is arguably the most salient or important
factor at the system or global level of analysis. What
percentage of the world’s population lives in the global North?
What percentage lives in the global South?
1. Access “Critical Thinking Explained,” and watch the 3-
minute video. Offer an opinion. What does it mean to think
critically?
9. A video of chimpanzee warfare or territoriality was shown in
class. How did this video fit within our study of global
politics?
a. It revealed that all animals make decisions within the
constraints of “bounded rationality.” b. It provided an example
of groupthink and of how chimpanzees are influenced by the
urge for consensus. c. It served as an example of the branch of
knowledge dealing with human character/behavior and its
biological similarity with closely-related species. d. It offered
proof positive that a Planet of the Apes revolution is possible.
10. Listen to 7-minute audio file, “In Europe, Obstacles to a

4. More Perfect Union.” According to this story, do the
interviewed residents of Amsterdam have more of a Dutch or
European political identity? What potentially explains this
preferred political identity? (2 questions; answer both)
11. Tibet is a province or region in the People’s Republic of
China, a sovereign nation-state. Explain how the Tibetan nation
(Tibetans) might be considered “stateless.”
12. Read Professor Stephen Walt’s “Nationalism Rules.”
Professor Walt asserts which of the following?
A. Walt argues that nationalism is the most powerful political
force in the world. He asserts that nations have incentives to
obtain their own sovereign state and states have incentives to
foster a common national identity in their populations; taken
together these dynamics bode for more and more sovereign
nation-states. B. Walt asserts that nationalism will one day
likely be replaced with globalism, an identity and ideology that
unites all of political humankind. There will be fewer states a
generation from now. C. The ideology of globalism helps to
explain why Kurds seek their own state.
D. Walt implies that there is a strong connection between the
ideologies of nationalism and idealism.
13. Access and read “The Dividing of a Continent: Africa’s
Separatist Problem,” by Max Fisher. According to Fisher, the
follies of European colonialism produced a continent separated
into countries that don’t take into account African tribal
heritage. This produced “artificial states,” and rendered a
contradiction engineered into many contemporary African
societies.

5. According to Fisher why have post-colonial African leaders
chosen to maintain colonial-era borders? When European
colonialism collapsed and Africans resumed control over their
own continent, why weren’t borders redrawn that better align
tribes (or nations) and sovereign states?
14. Listen to NPR 5-minute audio file, “Voters Left and Right
are Anti-Free Trade. But Is It All Bad?” Briefly summarize
Adam Davidson’s argument for or against “free trade.”
Bring responses to these 14 questions on a piece of paper to the
October 30 class. Responses should be in your own words, a
copy/paste graded as incorrect. Responses can be either
handwritten or printed.
Exam 1 will comprise around 40 total questions, the above
provided in advance. Exam questions will stem from class
lectures and assigned readings and test your comprehension of
topics covered in the first two weeks of class. All exams in this
course are open-book, open-notes, and open-devices. The
classroom overheads can be accessed and used during the exam.
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Rubric
Part 1: Mini-Lesson Plan
Prior to going into your clinical field experience classroom this
week, use the data received from the pre-assessment to complete
the “Social Studies Mini-Lesson Plan” template. This mini-
lesson plan will be administered to the selected group of

6. students to support instruction to meet the selected standards.
The “Social Studies Mini-Lesson Plan” includes:
· Social Studies standard, arts standard, and grade level
· Learning objective(s)
· Instructional Strategy
· 100-150 word description of a learning activity that
successfully integrates social studies and the arts
· Formative assessment
Part 2: Mini-Lesson Implementation
After completing the “Social Studies Mini-Lesson Plan,” share
it with your mentor teacher for feedback. Provided permission,
teach the mini-lesson plan to the small group of selected
students. During your lesson, ensure you are answering
questions from your students, asking questions that support
critical thinking and problem-solving, and observing to see if
each student understands the content (this might require
formative assessments before, during, and after the lesson to
determine understanding).
Part 3: Reflection
In 250-500 words, reflect on the process of using pre-
assessment data to develop a lesson plan, and on your
experiences teaching the lesson (if applicable).
Include:
· How you used the data to develop the instruction, selected
strategies, and differentiation strategies to meet learning needs.
· Other accommodations that would have supported the
learning.
· How integrating other content areas might engage students.
· How this lesson could support short-term and long-term
instructional planning.
· How you will use your findings in your future professional
practice.
Submit your reflection and “Social Studies Mini-Lesson Plan”
as one deliverable.
APA format is not required, but solid academic writing is
expected.