At Brookfield Academy, I taught my social studies lesson in a US

history class composed of 18 8th graders, on The Whitemans Burden,

a poem by Rudyard Kipling. The famous poem was a commentary on
American colonialism during the Spanish-American War, and was used
as an activity in textual analysis for the students during the unit on
American imperialism. At the beginning of the lesson, the students
were placed in groups of four and were each given stanzas to analyze
for historical context and allusions. While the students worked on the
textual analysis, I went around the room to answer questions or help
clear up any confusion in the context. After enough time was given to
the students, we came together and went through each stanza to allow
the students a chance to explain what was going on within the poem.
One of the Wisconsin Teacher Standards that I used for my lesson
was teachers know the subjects they are teaching. Textual analysis is
an essential skill for students of history and one that all historians are
trained in. Understanding the connection between the text and
historical context allows the students to better discuss how the text
can be used to better understand events or areas of history. This is why
it is such an imperative skill to have and why it is an integral part of
the Common Core State Standards for History.
This WTS holds a strong connection with one of the Alverno
abilities that I used for this lesson, conceptualization. The weeks prior
to teaching this lesson I was aware of the students capabilities both

from speaking with my cooperating teacher, Mr. Wasmer, and from

observing the students at work in the classroom. Using these notes, I
was able to integrate prior knowledge and use a complex primary
source, mixed with historical context and irony, to teach the students
the skills necessary to work with textual analysis. In arranging my
lesson in this manner, I exhibited another WTS through teachers know
how children grow. In observing the students to know what they were
capable of, I noticed the maturity level and cognitive ability of the
students, and therefore was able to shape the lesson to assess the
students, as well as teach them the skills necessary for historical
analysis.
One of the primary frameworks that I used for the lesson came
from Lev Vygotskys Zone of Proximal development. Considering the
ZPD, I understood where the students were with their cognitive
capabilities. I also knew where to scaffold the lesson to guide the
students through the textual analysis by walking around the classroom
and providing information to the students. An essential part of any
textual analysis is observing the different perspectives within the
primary source, along with any historical allusions. Focusing on the
ZPD made this possible within the lesson.