To support teachers across the country, I've created history lesson plans for secondary schools. From 6th grade to 12th grade, lessons are devised to be completed online while still allowing the students to think, converse and complete gradable products.
Active History Lessons
Online Student-Centered Lesson Plans
Political Philosophy Movie Shorts - 12th Grade Government
Lesson Summary
The students working in groups will analyze each major political philosophy and complete a short video demonstrating how each philosophy affects economic policy, social welfare and human rights.
California Academic Standard(s)
Goal
The students will gain critical thinking, presentation, organizational, social and technical abilities while analyzing each major political philosophy.
Learning Styles
Anticipatory Set (10 min)
The instructor will write a question on the board that states "How would the United States be different if our society was based on a communist philosophy?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the responses on the board.
Direct Instruction (15 min)
The instructor will briefly describe the major political philosophies. The instructor will write the following on the board:
Political Philosophies
Working with your partner, write a brief one paragraph explanation of the following political philosophies:
Guided Practice (20 min)
The instructor will place the students in groups of two. The students will complete the brief summaries of the political philosophies.
Checks for Understanding (15 min)
The instructor will call on random groups to provide a summary for each of the political philosophies. The instructor will write the responses on the board.
Direct Instruction (10 min)
The instructor will provide the following handout to the students:
Political Philosophy Movie Short
Working in groups of three, you will create a movie short for one of the political philosophies. Dependent on the political philosophy assigned to your group, you will create a scene that demonstrates how the philosophy will react to the following situations:
The team will work together to complete the video. Each member of the team will be responsible for directing one of the three situations.
Have fun and be creative!
Modeling (5 min)
Using the computer and overhead, the instructor will demonstrate potential scenes to describe how the political philosophy of feudalism may treat the individual in the provided situations.
Guided Practice (100 min)
The instructor will place the students in groups of three. The instructor will assign a political philosophy to each group. The group will work together to complete the political philosophy movie short.
Checks for Understanding (50 min)
Each group will show their video to the class. By secret ballot, the students will vote on the best video. The winning group will receive a trophy for best movie short.
The students working in groups will analyze each major political philosophy and complete a short video demonstrating how each philosophy affects economic policy, social welfare and human rights.
California Academic Standard(s)
- 12.9.1 - Explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems and constitutional liberal democracies influence economic policies, social welfare policies and human rights practices
Goal
The students will gain critical thinking, presentation, organizational, social and technical abilities while analyzing each major political philosophy.
Learning Styles
- Linguistic
- Auditory
- Social
- Logical
- Physical
Anticipatory Set (10 min)
The instructor will write a question on the board that states "How would the United States be different if our society was based on a communist philosophy?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the responses on the board.
Direct Instruction (15 min)
The instructor will briefly describe the major political philosophies. The instructor will write the following on the board:
Political Philosophies
Working with your partner, write a brief one paragraph explanation of the following political philosophies:
- Mercantilism
- Socialism
- Fascism
- Communism
- Monarchies
- Parliamentary Systems
- Constitutional Liberal Democracies
Guided Practice (20 min)
The instructor will place the students in groups of two. The students will complete the brief summaries of the political philosophies.
Checks for Understanding (15 min)
The instructor will call on random groups to provide a summary for each of the political philosophies. The instructor will write the responses on the board.
Direct Instruction (10 min)
The instructor will provide the following handout to the students:
Political Philosophy Movie Short
Working in groups of three, you will create a movie short for one of the political philosophies. Dependent on the political philosophy assigned to your group, you will create a scene that demonstrates how the philosophy will react to the following situations:
- An entrepreneur starting a new business
- An older worker who has a physical disability
- A protestor marching for individual freedoms
The team will work together to complete the video. Each member of the team will be responsible for directing one of the three situations.
Have fun and be creative!
Modeling (5 min)
Using the computer and overhead, the instructor will demonstrate potential scenes to describe how the political philosophy of feudalism may treat the individual in the provided situations.
Guided Practice (100 min)
The instructor will place the students in groups of three. The instructor will assign a political philosophy to each group. The group will work together to complete the political philosophy movie short.
Checks for Understanding (50 min)
Each group will show their video to the class. By secret ballot, the students will vote on the best video. The winning group will receive a trophy for best movie short.
History of Rock n' Roll - 11th Grade U.S. History
Lesson Summary
The students working independently will listen to different Rock songs to determine the genre and why the song fits into the genre.
California Academic Standard(s)
One (50) minute class
Goal
The students will attain critical thinking skills while gaining a deeper understanding of popular culture during the second half of the twentieth century.
Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states: "Why do you think Rock n' Roll became so popular in the 1950s and 1960s? The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the answers on the board.
Direct Instruction (10 min)
The instructor will briefly explain the history of Rock n' Roll and how it fit into the historical time period it arose. The instructor will write the following Rock genres on the board:
Example: Song Title
Genre:
Reason Why:
The instructor can choose any songs that fit into the different genres. NOTE: To enhance the lesson, the instructor can provide the students the lyrics to the songs. Here are examples:
The instructor will play a modern jazz song or some other genre of music and tell the class what genre it is and why.
Guided Practice (35 min)
The instructor will play a part of each song. The instructor will allow the students a few minutes to think about the song and write what genre they think it is and why the song fits into the genre.
Checks for Understanding
The students will submit their graphic organizers to the instructor.
The students working independently will listen to different Rock songs to determine the genre and why the song fits into the genre.
California Academic Standard(s)
- 11.8.8 - Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles.
One (50) minute class
Goal
The students will attain critical thinking skills while gaining a deeper understanding of popular culture during the second half of the twentieth century.
Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states: "Why do you think Rock n' Roll became so popular in the 1950s and 1960s? The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the answers on the board.
Direct Instruction (10 min)
The instructor will briefly explain the history of Rock n' Roll and how it fit into the historical time period it arose. The instructor will write the following Rock genres on the board:
- Early Rock
- Bubble Gum Rock
- Psychedelic Rock
- Hard Rock
- Folk Rock
- Disco
- Rap
- Punk Rock
- New Wave
- Grunge
- Southern Rock
Example: Song Title
Genre:
Reason Why:
The instructor can choose any songs that fit into the different genres. NOTE: To enhance the lesson, the instructor can provide the students the lyrics to the songs. Here are examples:
- Early Rock - Rock Around the Clock, Bill Haley & The Comments
- Bubble Gum Rock - Sugar Sugar, The Archies
- Psychedelic Rock - Lucy in the Sky with Diamonds, The Beatles
- Hard Rock - Iron Man, Black Sabbath
- Folk Rock - Blowin in the Wind, Bob Dylan
- Disco - Saturday Night Fever, BeeGees
- Rap - 911 is a Joke, Public Enemy (It is clean)
- Punk Rock - London's Burning, The Clash
- New Wave - Rock Lobster, B-52s
- Grunge - Today, Smashing Pumpkins
The instructor will play a modern jazz song or some other genre of music and tell the class what genre it is and why.
Guided Practice (35 min)
The instructor will play a part of each song. The instructor will allow the students a few minutes to think about the song and write what genre they think it is and why the song fits into the genre.
Checks for Understanding
The students will submit their graphic organizers to the instructor.
Developing Nations Action Plan - 12th Grade Economics
Lesson Summary
The students working in groups will devise an action plan to stimulate the economy of a developing nation.
California Academic Standard(s)
Three to Four (50) minute classes
Goal
The students will gain critical thinking, social, writing, presentation and organizational skills while learning about the challenges of developing nations to achieve economic growth.
Learning Styles
Anticipatory Set (10 min)
The instructor will write a question on the board that states: "What are some ways to stimulate economic growth?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and will write the answers on the board.
Direct Instruction (20 min)
The instructor will briefly discuss some of the challenges developing nations face as they try to stimulate economic growth. The instructor will provide the following handout to the students:
Developing Nations Action Plan
As a group, you will choose one of the following developing nations:
Modeling (10 min)
The instructor will take a developing country not on the list and provide a couple ideas on how to improve the economic output of the country. For example: Obtain a loan from the World Bank to purchase a computer for every village in the country.
Guided Practice (100 min)
The instructor will place the students in their groups. The students will complete the developing nation action plan and prepare to present it to the class.
Checks for Understanding (50 min)
Each group will present the developing nation action plan to the class.
Checks for Understanding
Each group will submit the developing nation action plan to the instructor.
The students working in groups will devise an action plan to stimulate the economy of a developing nation.
California Academic Standard(s)
- 12.6.3 - Understanding the changing role of international political borders and territorial sovereignty in a global economy.
Three to Four (50) minute classes
Goal
The students will gain critical thinking, social, writing, presentation and organizational skills while learning about the challenges of developing nations to achieve economic growth.
Learning Styles
- Linguistic
- Auditory
- Social
- Physical
- Logical
Anticipatory Set (10 min)
The instructor will write a question on the board that states: "What are some ways to stimulate economic growth?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and will write the answers on the board.
Direct Instruction (20 min)
The instructor will briefly discuss some of the challenges developing nations face as they try to stimulate economic growth. The instructor will provide the following handout to the students:
Developing Nations Action Plan
As a group, you will choose one of the following developing nations:
- Afghanistan
- Bangladesh
- Botswana
- Cambodia
- Dominican Republic
- Kenya
- Mexico
- Nigeria
- Philippines
- Serbia
- South Sudan
- Yemen
- Zimbabwe
- Demographic Information - Including location, population, key natural resources, average age, GDP, gender makeup, education statistics, average income, industries, key products, type of government, occupation statistics, home ownership statistics, and transportation statistics.
- History - Provide a brief history of the country from its origin to modern day.
- Key Issues for Development - Provide some of the key issues that are and have prevented the country from developing economically.
- Development Plan - Create a development plan to help your chosen nation to stimulate economic growth. The plan needs to provide a detailed time frame on how it will be implemented.
- Plan Presentation - As a group, you will present your development plan to the class. Your group may present it in any way. Be creative!
Modeling (10 min)
The instructor will take a developing country not on the list and provide a couple ideas on how to improve the economic output of the country. For example: Obtain a loan from the World Bank to purchase a computer for every village in the country.
Guided Practice (100 min)
The instructor will place the students in their groups. The students will complete the developing nation action plan and prepare to present it to the class.
Checks for Understanding (50 min)
Each group will present the developing nation action plan to the class.
Checks for Understanding
Each group will submit the developing nation action plan to the instructor.
Renaissance College - 7th Grade World History
Lesson Summary
Working in groups, the students will develop and teach a course about either science, art, philosophy or business of the Renaissance period.
California Academic Standard(s)
- 7.8 - Students analyze the origins, accomplishments and geographic diffusion of the Renaissance.
Time Frame
Five to Seven (50 minute classes)
Goal
The students will develop critical thinking, organizational, presentation, social and writing skills while gaining a deep understanding of the origins and accomplishments of the Renaissance.
Learning Styles
- Linguistic
- Auditory
- Social
- Physical
- Logical
Lesson Plan
Anticipatory Set (15 min)
The instructor will show examples of Renaissance art and Medieval art. The instructor will emphasize how Renaissance art is based on realism rather than just religion.
Direct Instruction (15 min)
The instructor will briefly discuss the origins and elements of the Renaissance. The instructor will provide the following handout:
Renaissance Vocabulary
Provide a summary for the following:
- Humanism
- Secular
- Utopia
- Shakespeare
- Leonardo da Vinci
- Michelangelo
- Machiavelli
- Erasmus
- Gutenberg
- Indulgence
- Republic
- Patron
- Mercantilism
The instructor will provide the students with the following handout:
Renaissance College
Working in your team, you will take one of the following areas of the Renaissance and research the important elements of it so you can teach it to the class:
- Scientific Discoveries of the Renaissance
- Art and Literature of the Renaissance
- Religion and Philosophies of the Renaissance
- Business and Trade of the Renaissance
For the subject assigned to your team, you will complete the following:
- Research the topic area using the textbook and websites (make sure to document websites)
- Create outline to organize the lesson
- Write the lesson
- Practice the lesson
- Present the lesson
Each team member will work together to complete the lesson. However, each team member will lead one of the following:
- Research
- Outline
- Lesson Details
- Presentation of the Lesson
Modeling (20 min)
Using the computer and overhead, the instructor will show an example of a detailed lesson plan that was previously presented to the class.
Guided Practice (150 - 200 min)
The instructor will place students in their teams and assign a section of the Renaissance for each team. The students will assign each team member a lead for the area to be completed (research, outline, lesson, presentation). The students will then complete the lesson plan and practice it for their presentation.
Checks for Understanding (50 - 100 min)
Each group will present their Renaissance lesson to the class.
Checks for Understanding
Each group will submit their lesson plan to the instructor.
Checks for Understanding
Each student will submit their Renaissance vocabulary to the instructor.
Civil War Documentary - 8th Grade U.S. History
Lesson Summary
The students working in groups and as a class will produce a documentary about the United States Civil War period. The documentary will demonstrate the causes, key events and consequences of the American Civil War.
California Academic Standard(s)
The students will develop critical thinking, social, organizational, writing and technical skills while gaining a deep understanding of the causes, key events, and consequences of the American Civil War.
Learning Styles
Anticipatory Set (10 min)
The instructor will write a question on the board that states, "What do you think makes a good documentary?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students and write the answers on the board.
Direct Instruction (25 min)
The instructor will show a few clips from different documentaries. NOTE: The documentaries do not need to be about the Civil War. The instructor will tell the students that as a class they will be making a documentary about the Civil War. The instructor will provide the following handout to begin the process.
Causes, Events and Consequences of the American Civil War
In your team, you will research the following items, events and people relating to the Civil War period of United States history:
Once your team completes the summaries, you will discuss them and prepare for a quiz.
Modeling (5 min)
Using the computer and overhead, the instructor will complete a summary for any other Civil War items...Ex: First Battle of Bull Run.
Guided Practice (50 to 100 min)
The instructor will place students in their teams. The teams will complete the lesson summaries and discuss them to prepare for the quiz.
Checks for Understanding (40 min)
The instructor will provide a quiz about the Civil War vocabulary. NOTE: Instead of a traditional quiz, the check for understanding could be part of a game format such as the Basketball Academic League ( http://activehistorylessons.blogspot.com/2012/10/basketball-academic-league.html)
Direct Instruction (15 min)
The instructor will provide the students with the following handout:
Civil War Documentary
As a class, we will complete a documentary about the Civil War. To produce this documentary, each team will be assigned a topic of the Civil War. The topics include:
The instructor will model each step in the process. The modeling should be done as most if not all groups are ready to move on to the next step. NOTE: This is the most critical part of making this lesson work.
Guided Practice (100 min for each step)
The instructor will place the students in their teams and the teams will complete their section of the documentary. Once each section of the documentary is complete, the instructor will merge them together. NOTE: There are a myriad of easy to use software programs to complete the editing of a movie)
Checks for Understanding (Ongoing)
The instructor will check, provide feedback and approve each section of the process. To assure that the steps are being completed, the instructor may provide grades for each step completed.
Direct Instruction (30 to 100 min)
The instructor will show the documentary to the class and provide a copy to the students. The instructor may also show each class all the documentaries completed from other classes. NOTE: If the lesson works well enough, the documentaries could be voted on to see who's is best and the best one could be shown to the entire school.
The students working in groups and as a class will produce a documentary about the United States Civil War period. The documentary will demonstrate the causes, key events and consequences of the American Civil War.
California Academic Standard(s)
- 8.10 - Students analyze the multiple causes, key events and complex consequences of the Civil War
- Three to four weeks
The students will develop critical thinking, social, organizational, writing and technical skills while gaining a deep understanding of the causes, key events, and consequences of the American Civil War.
Learning Styles
- Linguistic
- Auditory
- Physical
- Social
- Logical
Anticipatory Set (10 min)
The instructor will write a question on the board that states, "What do you think makes a good documentary?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students and write the answers on the board.
Direct Instruction (25 min)
The instructor will show a few clips from different documentaries. NOTE: The documentaries do not need to be about the Civil War. The instructor will tell the students that as a class they will be making a documentary about the Civil War. The instructor will provide the following handout to begin the process.
Causes, Events and Consequences of the American Civil War
In your team, you will research the following items, events and people relating to the Civil War period of United States history:
- William Lloyd Garrison
- Daniel Webster
- John C. Calhoun
- Abolitionist
- Industries of the Northern and Southern United States in mid 19th Century
- Uncle Tom's Cabin
- Kansas Nebraska Act
- Bleeding Kansas
- Dred Scott Supreme Court Decision
- John Brown
- Nullification and Secession
- Fort Sumter
- President Lincoln's House Divide Speech
- Emancipation Proclamation
- Battle of Gettysburg
- Battle of Vicksburg
- Gettysburg Address
- Ulysses S. Grant
- Jefferson Davis
- Robert E. Lee
Once your team completes the summaries, you will discuss them and prepare for a quiz.
Modeling (5 min)
Using the computer and overhead, the instructor will complete a summary for any other Civil War items...Ex: First Battle of Bull Run.
Guided Practice (50 to 100 min)
The instructor will place students in their teams. The teams will complete the lesson summaries and discuss them to prepare for the quiz.
Checks for Understanding (40 min)
The instructor will provide a quiz about the Civil War vocabulary. NOTE: Instead of a traditional quiz, the check for understanding could be part of a game format such as the Basketball Academic League ( http://activehistorylessons.blogspot.com/2012/10/basketball-academic-league.html)
Direct Instruction (15 min)
The instructor will provide the students with the following handout:
Civil War Documentary
As a class, we will complete a documentary about the Civil War. To produce this documentary, each team will be assigned a topic of the Civil War. The topics include:
- The Debate over Slavery
- Period of Compromise
- The Crisis Deepens
- The Civil War Begins
- Emancipation of The Slaves
- Turning Point of the War
- The Legacy of the Civil War
- Step One - Each team will develop an outline of items, people and events that are relevant to your topic area.
- Step Two - Once the outline is approved, your team will develop ideas on how to present items, people and events in the documentary.
- Step Three - Once the ideas are approved, your team will write a script for your section of the documentary.
- Step Four - Once the script is approved, your team will develop the scenery and props necessary to produce your section of the documentary.
- Step Five - Once the scenery and props are approved, your team will rehearse and prepare to film your section of the documentary.
- Step Six - Once, your rehearsal and preparation is complete, Your team will film your section of the Civil War documentary.
The instructor will model each step in the process. The modeling should be done as most if not all groups are ready to move on to the next step. NOTE: This is the most critical part of making this lesson work.
Guided Practice (100 min for each step)
The instructor will place the students in their teams and the teams will complete their section of the documentary. Once each section of the documentary is complete, the instructor will merge them together. NOTE: There are a myriad of easy to use software programs to complete the editing of a movie)
Checks for Understanding (Ongoing)
The instructor will check, provide feedback and approve each section of the process. To assure that the steps are being completed, the instructor may provide grades for each step completed.
Direct Instruction (30 to 100 min)
The instructor will show the documentary to the class and provide a copy to the students. The instructor may also show each class all the documentaries completed from other classes. NOTE: If the lesson works well enough, the documentaries could be voted on to see who's is best and the best one could be shown to the entire school.
Keynesian vs. Supply Side - 12th Grade Economics
Lesson Summary
The students will research the two major economic theories of the last eighty years. The students will write a persuasive argument to demonstrate the pros and cons of each and be prepared to present their argument to the class in a debate format.
California Academic Standard(s)
The students will develop critical thinking, organizational, presentation, social and writing skills while gaining a deep understanding of the major capitalistic economic theories of the last eighty years.
Learning Styles
Anticipatory Set (10 min)
The instructor will write a question on the board that states "How you think jobs are created?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the responses on the board.
Direct Instruction (10 min)
The instructor will briefly explain Keynesian and Supply Side economic policy. On the board or using a computer and overhead, the instructor will write the following:
Working in pairs, you will answer the following questions for both the Supply Side and Keynesian economic theory:
Using the computer and overhead, the instructor will complete the questions for the economic theory of communism.
Guided Practice (20 min)
The instructor will place the students in groups of two. The students will answer the questions about the economic theories and discuss.
Checks for Understanding (15 min)
The instructor will call on random students to answer the questions. The instructor will write the answers on the board under heading for each economic theory.
Direct Instruction (5 min)
The instructor will provide the following handout to the students:
Keynesian vs. Supply Side
You will choose either the Keynesian or Supply Side economic theory. You will write a persuasive essay to convince the reader that this economic theory is the best one for the American economy. The paper must include at least three arguments. The paper must also compare the two economic theories as you develop your argument. You will also need to be prepared to present your arguments to the class.
Modeling (10 min)
Using the computer and overhead, the instructor will provide a persuasive argument for the economic theory of communism.
Independent Study
The students will complete the persuasive argument paper for either the Keynesian or Supply Side economic theory.
Checks for Understanding (30 min)
The instructor will divide the class based on which economic theory was chosen to complete a persuasive argument. The instructor will call on random students to present an argument about their chosen economic theory. The instructor will engage the class to debate each argument. (Depending on the class ability, you may give points for class participation)
Checks for Understanding
The students will submit their persuasive paper for one of the economic theories.
Direct Instruction (15 min)
The instructor will summarize the arguments and demonstrate how this debate remains today in the United States.
The students will research the two major economic theories of the last eighty years. The students will write a persuasive argument to demonstrate the pros and cons of each and be prepared to present their argument to the class in a debate format.
California Academic Standard(s)
- 12.3 - Students analyze the influence of the federal government on the American economy
- Class Time: Two (50) minute classes
- Total Time: One Week
The students will develop critical thinking, organizational, presentation, social and writing skills while gaining a deep understanding of the major capitalistic economic theories of the last eighty years.
Learning Styles
- Linguistic
- Auditory
- Social
- Logical
- Intrapersonal
- Physical
Anticipatory Set (10 min)
The instructor will write a question on the board that states "How you think jobs are created?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the responses on the board.
Direct Instruction (10 min)
The instructor will briefly explain Keynesian and Supply Side economic policy. On the board or using a computer and overhead, the instructor will write the following:
Working in pairs, you will answer the following questions for both the Supply Side and Keynesian economic theory:
- Who developed the theory?
- When was the theory developed? Explain the historical significance of when it was developed.
- Why was the theory developed?
- Provide a detailed description of the theory.
- Provide a one sentence description of the theory.
Using the computer and overhead, the instructor will complete the questions for the economic theory of communism.
Guided Practice (20 min)
The instructor will place the students in groups of two. The students will answer the questions about the economic theories and discuss.
Checks for Understanding (15 min)
The instructor will call on random students to answer the questions. The instructor will write the answers on the board under heading for each economic theory.
Direct Instruction (5 min)
The instructor will provide the following handout to the students:
Keynesian vs. Supply Side
You will choose either the Keynesian or Supply Side economic theory. You will write a persuasive essay to convince the reader that this economic theory is the best one for the American economy. The paper must include at least three arguments. The paper must also compare the two economic theories as you develop your argument. You will also need to be prepared to present your arguments to the class.
Modeling (10 min)
Using the computer and overhead, the instructor will provide a persuasive argument for the economic theory of communism.
Independent Study
The students will complete the persuasive argument paper for either the Keynesian or Supply Side economic theory.
Checks for Understanding (30 min)
The instructor will divide the class based on which economic theory was chosen to complete a persuasive argument. The instructor will call on random students to present an argument about their chosen economic theory. The instructor will engage the class to debate each argument. (Depending on the class ability, you may give points for class participation)
Checks for Understanding
The students will submit their persuasive paper for one of the economic theories.
Direct Instruction (15 min)
The instructor will summarize the arguments and demonstrate how this debate remains today in the United States.
Cold War Corners - 11th Grade U.S. History
Lesson Summary
The students will research different U.S. Cold War strategies and determine which strategy they agree with the most. The students will then move into different corners of the room based on their decision and collaborate with the students who agree with them so they can develop multiple arguments to defend the decision.
California Academic Standard(s)
The students will acquire critical thinking, social, presentation, writing and organizational skills while understanding and evaluating strategies employed by the United States during the period of the Cold War.
Learning Styles
Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states "What do you think the term "Cold War" means? The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the answers on the board.
Direct Instruction (15 min)
The instructor will briefly discuss the origins and major events of the Cold War. The instructor will provide the students with the following handout:
Cold War Strategies
Working with your partner, you will research and evaluate the following Cold War strategies:
Using the computer and overhead, the instructor will answer the questions for the proposed Cold War strategy of "Nuclear Freeze".
Guided Practice (25 min)
The instructor will place the students in groups of two. The students will work together to complete the Cold War strategy handout.
Checks for Understanding (15 min)
The instructor will call on random students to provide information for each Cold War strategy. The instructor will write the answer on the board under a heading for each strategy.
Direct Instruction (5 min)
The instructor will place cards with the four different Cold War strategies on each corner of the room. The instructor will tell the students to take a couple of minutes of silent thinking to determine which strategy they agree with the most. After the contemplation time is complete, the students will walk to the corner with the strategy they agree with. The instructor will tell the students in each corner that they must come up with a minimum of three arguments to defend why they chose the particular Cold War strategy.
Modeling (5 min)
Using the computer and overhead, the instructor will provide three arguments for the proposed strategy of "nuclear freeze".
Guided Practice (20 min)
The students will take a couple of minutes of thinking to decide which Cold War strategy they agree with the most. The students will then go to the corner of the room with the strategy name. The students will then discuss the reasons why with the others at their corner. The group will decide on the best three arguments to defend their position.
Checks for Understanding (15 min)
The instructor will call on random students from each corner to provide and argument for their preferred Cold War strategy. The instructor will write the argument on the board. The instructor will then engage the students to debate the validity of each argument.
Checks for Understanding
The students will submit their question answers about the Cold War strategies to the instructor.
Direct Instruction (10 min)
The instructor will summarize each Cold War strategy and the success and or failure of each one.
The students will research different U.S. Cold War strategies and determine which strategy they agree with the most. The students will then move into different corners of the room based on their decision and collaborate with the students who agree with them so they can develop multiple arguments to defend the decision.
California Academic Standard(s)
- 11.9.2 - Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
- 11.9.4 - List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).
- 11.9.5 - Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
- Two (50) minute classes - Great for Block!
The students will acquire critical thinking, social, presentation, writing and organizational skills while understanding and evaluating strategies employed by the United States during the period of the Cold War.
Learning Styles
- Linguistic
- Auditory
- Physical
- Social
- Logical
Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states "What do you think the term "Cold War" means? The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the answers on the board.
Direct Instruction (15 min)
The instructor will briefly discuss the origins and major events of the Cold War. The instructor will provide the students with the following handout:
Cold War Strategies
Working with your partner, you will research and evaluate the following Cold War strategies:
- Massive Retaliation
- Flexible Response
- Detente
- Peace Through Strength
- Who proposed the strategy?
- When was the strategy implemented?
- What are the details of the strategy?
- What was the effect of the strategy? Explain.
- Provide a one sentence explanation of the strategy (Elevator Speech)
Using the computer and overhead, the instructor will answer the questions for the proposed Cold War strategy of "Nuclear Freeze".
Guided Practice (25 min)
The instructor will place the students in groups of two. The students will work together to complete the Cold War strategy handout.
Checks for Understanding (15 min)
The instructor will call on random students to provide information for each Cold War strategy. The instructor will write the answer on the board under a heading for each strategy.
Direct Instruction (5 min)
The instructor will place cards with the four different Cold War strategies on each corner of the room. The instructor will tell the students to take a couple of minutes of silent thinking to determine which strategy they agree with the most. After the contemplation time is complete, the students will walk to the corner with the strategy they agree with. The instructor will tell the students in each corner that they must come up with a minimum of three arguments to defend why they chose the particular Cold War strategy.
Modeling (5 min)
Using the computer and overhead, the instructor will provide three arguments for the proposed strategy of "nuclear freeze".
Guided Practice (20 min)
The students will take a couple of minutes of thinking to decide which Cold War strategy they agree with the most. The students will then go to the corner of the room with the strategy name. The students will then discuss the reasons why with the others at their corner. The group will decide on the best three arguments to defend their position.
Checks for Understanding (15 min)
The instructor will call on random students from each corner to provide and argument for their preferred Cold War strategy. The instructor will write the argument on the board. The instructor will then engage the students to debate the validity of each argument.
Checks for Understanding
The students will submit their question answers about the Cold War strategies to the instructor.
Direct Instruction (10 min)
The instructor will summarize each Cold War strategy and the success and or failure of each one.
The New-er Deal - 11th Grade U.S. History
Lesson Summary
The students working in groups and independently will identify key programs implemented in the New Deal and develop a government or private sector program for today to help stimulate the U.S. economy and create higher employment.
California Academic Standard(s)
The students will acquire critical thinking, social, reading and writing skills while understanding the key programs implemented during the New Deal.
Learning Styles
Anticipatory Set (10 min)
The instructor will write a question on the board that states, "How would you go about solving a problem?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the answers on the board.
Direct Instruction (10 min)
The instructor will briefly discuss the New Deal and provide the students with the following handout:
The New Deal
Working with a partner, you will research the following New Deal programs, organizations and laws:
Modeling (5 min)
Using the computer and overhead, the instructor will demonstrate a brief summary for one of the New Deal directives.
Guided Practice (25 min)
The instructor will place the students in groups of two. The students will complete the New Deal handout.
Checks for Understanding (15 min)
The instructor will call on random groups to provide a summary for the New Deal directives. The students will then submit their papers to the instructor.
Direct Instruction (5 min)
The instructor will tell the students that they will develop a program or initiative to stimulate the U.S. economy and increase employment. The instructor will write the following question on the board: What are some problems or issues that exist today?
Modeling (1 min)
The instructor will write one of today's problems on the board. Ex: Climate Change
Guided Practice (10 min)
The instructor will place the students in groups of two and the the students will come up with a minimum of four problems that exist today.
Checks for Understanding (10 min)
The instructor will call on random students to provide a problem of today and the instructor will write the answers on the board.
Direct Instruction (5 min)
The instructor will provide the students with the following handout:
The New-er Deal
Working independently, you will take a problem of today and create a program to solve it that will stimulate the economy and create employment. The program can be government-based or done in the private sector. The program will include:
The instructor will take a problem and create a program that can address it while stimulating the U.S. economy and creating employment. (Ex: To address climate change, the government can pay people to paint the tops of commercial buildings white to reflect more light. For completing this work, the people will receive funding for a college education.)
Independent Practice
The students will complete the New-er Deal handout
Checks for Understanding
The students will submit their papers to the instructor.
Direct Instruction (20 min)
The instructor will engage the students in a discussion regarding their ideas and programs to solve today's problems while stimulating the U.S. economy. The instructor will then compare some of today's programs with the ones of the New Deal.
The students working in groups and independently will identify key programs implemented in the New Deal and develop a government or private sector program for today to help stimulate the U.S. economy and create higher employment.
California Academic Standard(s)
- 11.6.4 - Analyze the effects and controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930's (e.g. Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies and energy development projects such as the Tennessee Valley Authority, California Central Valley Project and Bonneville Dam).
- Class Time 2 1/2 (50 minute classes) Great for Block
- Total Time 4 days
The students will acquire critical thinking, social, reading and writing skills while understanding the key programs implemented during the New Deal.
Learning Styles
- Linguistic
- Auditory
- Social
- Intrapersonal
- Logical
Anticipatory Set (10 min)
The instructor will write a question on the board that states, "How would you go about solving a problem?" The instructor will allow the students two minutes to think about the question. The instructor will call on random students to answer the question and write the answers on the board.
Direct Instruction (10 min)
The instructor will briefly discuss the New Deal and provide the students with the following handout:
The New Deal
Working with a partner, you will research the following New Deal programs, organizations and laws:
- Emergency Banking Relief Act
- Agricultural Adjustment Administration
- Glass-Steagall Act
- FDIC
- Securities Exchange Commission
- Home Owners' Loan Corporation
- Farm Credit Administration
- CCC
- Public Works and Emergency Relief Program
- CWA
- WPA
- National Labor Relations Act
- Social Security Act
- Fair Labor Standards Act
- National Housing Act
Modeling (5 min)
Using the computer and overhead, the instructor will demonstrate a brief summary for one of the New Deal directives.
Guided Practice (25 min)
The instructor will place the students in groups of two. The students will complete the New Deal handout.
Checks for Understanding (15 min)
The instructor will call on random groups to provide a summary for the New Deal directives. The students will then submit their papers to the instructor.
Direct Instruction (5 min)
The instructor will tell the students that they will develop a program or initiative to stimulate the U.S. economy and increase employment. The instructor will write the following question on the board: What are some problems or issues that exist today?
Modeling (1 min)
The instructor will write one of today's problems on the board. Ex: Climate Change
Guided Practice (10 min)
The instructor will place the students in groups of two and the the students will come up with a minimum of four problems that exist today.
Checks for Understanding (10 min)
The instructor will call on random students to provide a problem of today and the instructor will write the answers on the board.
Direct Instruction (5 min)
The instructor will provide the students with the following handout:
The New-er Deal
Working independently, you will take a problem of today and create a program to solve it that will stimulate the economy and create employment. The program can be government-based or done in the private sector. The program will include:
- Name
- The problem it is created for
- A brief description of the program and how it will stimulate the economy and create employment
- A detail description of how the program will work so that someone who wants to implement the program will have all the key information they need.
The instructor will take a problem and create a program that can address it while stimulating the U.S. economy and creating employment. (Ex: To address climate change, the government can pay people to paint the tops of commercial buildings white to reflect more light. For completing this work, the people will receive funding for a college education.)
Independent Practice
The students will complete the New-er Deal handout
Checks for Understanding
The students will submit their papers to the instructor.
Direct Instruction (20 min)
The instructor will engage the students in a discussion regarding their ideas and programs to solve today's problems while stimulating the U.S. economy. The instructor will then compare some of today's programs with the ones of the New Deal.
The Reformers Carousel - 8th Grade U.S. History
Lesson Summary
The students working in groups will research the different reform movements during the period of the Second Great Awakening by completing different tasks in a carousel environment.
California Academic Standard(s)
One (50 minute) Class
Goal
The students will develop organizational, writing and social skills while understanding the reform movements during the period of the Second Great Awakening.
Learning Styles
Anticipatory Set (10 min)
The instructor will write a question on the board that states: "What do you think it means to be a reformer?" The instructor will allow the students two minutes to think about their answer. The instructor will call on random students to provide an answer and write the answers on the board.
Direct Instruction (10 min)
The instructor will briefly discuss the reform movement during the period of the Second Great Awakening. The instructor will provide the following handout:
The Reformers Carousel
Working in groups, you will research the following reforms:
Once the paper is finished, you will hand it in to the teacher.
Modeling (5 min)
Using the computer and overhead, the instructor will show a completed paper for the Second Great Awakening and describe it to the class.
Guided Practice (20 min)
The instructor will place the students in groups of four. The students will complete the Reformer Carousel paper. (NOTE: For odd number groups that remain, you can add or subtract a reform to complete)
Checks for Understanding
The students will hand in the Reformer Carousel papers to the instructor.
Direct Instruction (10 min)
The instructor will lead the class in a discussion about each reform and its importance to the United States.
The students working in groups will research the different reform movements during the period of the Second Great Awakening by completing different tasks in a carousel environment.
California Academic Standard(s)
- 8.6.4 - Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
- 8.6.5 - Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.
One (50 minute) Class
Goal
The students will develop organizational, writing and social skills while understanding the reform movements during the period of the Second Great Awakening.
Learning Styles
- Linguistic
- Auditory
- Social
- Logical
Anticipatory Set (10 min)
The instructor will write a question on the board that states: "What do you think it means to be a reformer?" The instructor will allow the students two minutes to think about their answer. The instructor will call on random students to provide an answer and write the answers on the board.
Direct Instruction (10 min)
The instructor will briefly discuss the reform movement during the period of the Second Great Awakening. The instructor will provide the following handout:
The Reformers Carousel
Working in groups, you will research the following reforms:
- Temperance
- Prison
- Mentally Ill
- Education
- A brief Summary
- A reason why it is important then and now
- A visual depiction of reform
- Elevator speech - a one or two sentence description of the reform
Once the paper is finished, you will hand it in to the teacher.
Modeling (5 min)
Using the computer and overhead, the instructor will show a completed paper for the Second Great Awakening and describe it to the class.
Guided Practice (20 min)
The instructor will place the students in groups of four. The students will complete the Reformer Carousel paper. (NOTE: For odd number groups that remain, you can add or subtract a reform to complete)
Checks for Understanding
The students will hand in the Reformer Carousel papers to the instructor.
Direct Instruction (10 min)
The instructor will lead the class in a discussion about each reform and its importance to the United States.
World War II Movie Pitch - 10th Grade World History
Lesson Summary
The students working in groups and as an individual will summarize key events of World War II and then develop movie ideas for those events. The students will then pitch those ideas to the class. The class will vote on the ideas and determine the best one.
California Academic Standard(s)
Goal
The students will develop critical thinking, writing and social skills while understanding and analyzing key events and causes of World War II.
Learning Styles
Anticipatory Set (10 min)
The instructor will write a question on the board that states "If you were going to sell a movie idea to a Hollywood studio, what are elements the studio will be looking for before accepting your idea?" The instructor will allow the students two minutes to think about their answer and the instructor will ask random students to provide their answers. The instructor will write the answers on the board.
Direct Instruction (15 min)
The instructor will briefly discuss the causes and consequences of World War II. Using the overhead and projector or the white board, the instructor will write the following:
World War II Event Summaries
Working in groups of three, you will provide a summary of the following events of World War II:
Modeling (5 min)
The instructor will take a World War II event that is not on the list and complete a summary.
Guided Practice (20 min)
The instructor will place the students in groups of three. Each student in the group will complete two summaries. The students will then collaborate to verify that each summary is correct.
Checks for Understanding (15 min)
The instructor will call on random students to provide answers about the summary questions. (To enhance the lesson, you can give points to teams with correct answers and provide extra credit for the team that wins)
Direct Instruction (5 min)
The instructor will provide the students with the following handout:
The Movie Pitch
You will develop a movie idea for one of the following World War II events:
Goal: Not only does your movie idea need to be compelling and interesting, it also needs to describe the event so someone who is not familiar with it will understand.
For extra credit, you can present the movie pitch to the class. The class will vote by secret ballot and the top three movie ideas will receive extra credit points.
Using the computer and overhead, the instructor will use the event described previously and show a movie idea for the event.
Independent Practice (50 min)
The students will complete their project on the Movie Pitch
Checks for Understanding (30 min)
The students will either submit their movie ideas to the instructor or will present them to the class for an extra credit opportunity.
Direct Instruction (5 min)
The instructor will announce the winners of the movie pitch contest.
Direct Instruction (15 min)
The instructor will lead a discussion about the key events of World War II and their causes and consequences.
The students working in groups and as an individual will summarize key events of World War II and then develop movie ideas for those events. The students will then pitch those ideas to the class. The class will vote on the ideas and determine the best one.
California Academic Standard(s)
Time Frame
- 10.8.1 - Compare the German, Italian, and Japanese drives for empire in the 1930's, including the 1937 Rape of Nanking, other atrocities in China and the Stalin-Hitler Pact of 1939.
- 10.8.3 - Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on there importance of geographic factors
- 10.8.5 - Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; it's transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians
- Class Time: Two to three (50 min) classes
- Total Time: One week
Goal
The students will develop critical thinking, writing and social skills while understanding and analyzing key events and causes of World War II.
Learning Styles
- Linguistic
- Auditory
- Social
- Logical
- Intrapersonal
Anticipatory Set (10 min)
The instructor will write a question on the board that states "If you were going to sell a movie idea to a Hollywood studio, what are elements the studio will be looking for before accepting your idea?" The instructor will allow the students two minutes to think about their answer and the instructor will ask random students to provide their answers. The instructor will write the answers on the board.
Direct Instruction (15 min)
The instructor will briefly discuss the causes and consequences of World War II. Using the overhead and projector or the white board, the instructor will write the following:
World War II Event Summaries
Working in groups of three, you will provide a summary of the following events of World War II:
- Rape of Nanking
- Stalin/Hitler Pact of 1939
- Yalta Conference
- The Holocaust
- Battle of the Bulge
- Invasion of Normandy
- What happened
- When did it happen
- Where did it happen
- Who was involved
- Why did it happen
Modeling (5 min)
The instructor will take a World War II event that is not on the list and complete a summary.
Guided Practice (20 min)
The instructor will place the students in groups of three. Each student in the group will complete two summaries. The students will then collaborate to verify that each summary is correct.
Checks for Understanding (15 min)
The instructor will call on random students to provide answers about the summary questions. (To enhance the lesson, you can give points to teams with correct answers and provide extra credit for the team that wins)
Direct Instruction (5 min)
The instructor will provide the students with the following handout:
The Movie Pitch
You will develop a movie idea for one of the following World War II events:
- Rape of Nanking
- Stalin/Hitler Pact of 1939
- Yalta Conference
- The Holocaust
- Battle of the Bulge
- Invasion of Normandy
- A brief description of the overall plot
- A detailed explanation of the story (you may also show a scene by scene description to demonstrate the story)
- At least three different reasons why a movie studio should produce your movie
Goal: Not only does your movie idea need to be compelling and interesting, it also needs to describe the event so someone who is not familiar with it will understand.
For extra credit, you can present the movie pitch to the class. The class will vote by secret ballot and the top three movie ideas will receive extra credit points.
- First Place - 30 extra credit points
- Second Place - 20 extra credit points
- Third Place - 10 extra credit points
Using the computer and overhead, the instructor will use the event described previously and show a movie idea for the event.
Independent Practice (50 min)
The students will complete their project on the Movie Pitch
Checks for Understanding (30 min)
The students will either submit their movie ideas to the instructor or will present them to the class for an extra credit opportunity.
Direct Instruction (5 min)
The instructor will announce the winners of the movie pitch contest.
Direct Instruction (15 min)
The instructor will lead a discussion about the key events of World War II and their causes and consequences.
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