ABSTRACT
Attitudes about formal lesson plans vary widely among social studies teachers, as do ideas about what needs to be included. Some school districts require that teachers use a standard lesson plan format, and supervisors regularly examine teacher plan books to review the general quality of lessons. Supervisors also check whether curriculum goals are being met; ensure that departmental lesson calendars are respected; and, in some states, are now required to monitor whether “divisive concepts” are introduced into classroom discussions. New rubrics for evaluating the performance of teachers and student teachers place a premium on effective lesson planning. As part of planning and preparation, teachers are expected to demonstrate knowledge of content and pedagogy, students, instructional outcomes, and resources, as well as competency in designing coherent instruction and student assessments. I am a strong advocate for lesson planning. I believe planning is an essential part of what it means to be a professional educator and an historian or social scientist, and proficiency in lesson planning is a key to effective social studies teaching. Planning makes possible student and teacher creativity, flexible and interesting lessons, and the creation of student-centered, democratic classrooms. Key concepts include assessment, choice, common core, flexibility, literacy, planning, structure, and teacher and student teacher evaluations.
