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) 

• 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.

Time Frame
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

The instructor will provide the students with a graphic organizer that has the Song Title that will be played by the instructor.  Underneath the song the word Genre will be written and underneath Genre the words Reason Why will be written.

 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 

Modeling (10 min) 
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.

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)

• 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.

Time Frame

• Two (50) minute classes - Great for Block!

Goal
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

For each strategy, you will answer the following questions:

• 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)

Modeling (5 min)
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)

• 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).

Time Frame

• Class Time 2 1/2 (50 minute classes) Great for Block
• Total Time 4 days

Goal 
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

Lesson Plan
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

For each directive, provide a brief summary.  The summary will include the problem the program, organization or law was addressing and the details of the solution.

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.

Modeling (10 min)
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.

Communications Revolution - 11th Grade U.S. History

Lesson Summary
Working in groups and independently, the students will analyze the changes communications technology brought to the nation and describe how one of the major communications mediums can be incorporated to help a business or organization become more successful.

California Academic Standard(s)

• 11.5.6 - Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture
• 11.8.7 - Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communications; advances in medicine and improvements in agricultural technology

Time Frame
 Two (50) minute classes (Great for Block)

Goal
The students will develop critical thinking, writing and social skills while understanding the revolutionary influences of 20th century communications technologies.

Learning Styles

• Linguistic
• Auditory
• Social
• Intrapersonal
• Logical

Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states "If the internet did not exist tomorrow, what are some elements of your life that would change?"  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 provide a brief lecture on how radio, television and the internet changed the culture of the country.  The instructor will write on the board or overhead:

How did each communications technology (Radio, Television, Internet) change the following:

• Work life
• Home life
• Education
• Military
• Politics
• Art/Music

Provide at least two reasons for each.

Modeling (10 min)
Using the computer and overhead, the instructor will provide examples of how each communications technology of the 20th century affected some elements of society (work, politics etc...)

Guided Practice (15 min)
The instructor will place the students in groups of two.  The students will write at least two reasons on how the radio, television and the internet changed work life, home life, education, military, politics, art and music.

Checks for Understanding (10 min)
The instructor will call on random groups to provide answers about the different communications mediums and their influences on society.  The instructor will write the answers on the board.  The students will then submit their answers to the instructor.

Direct Instruction (10 min)
The instructor will provide the following handout to the students:

Communications Revolution
Pick one communications medium: radio, television, internet.  

You are a business owner (you may pick any legal business you want).  The communications medium you picked is just becoming popular.  To remain competitive, it is important that you incorporate the new communications technology into your business.

Please describe how you would use the new communications technology to help your business become more successful. Be specific and detailed.


Modeling (10 min)
Using the computer and overhead, the instructor will use a business example and demonstrate how one of the 20th century communications technologies was used to enhance a business.

Independent Study (30 min)
The students will choose a business.  The students will then complete a paper about how to employ a communications medium to make a business more successful. 

Checks for Understanding
The students will submit the papers to the instructor

Direct Instruction (10 min)
The instructor will engage the students in a discussion regarding the communications technologies and how each student decided on how to use them to enhance a business.

The Hip Hop 20s - 11th Grade U.S. History

Lesson Summary

The students working in groups and as an individual will write a hip hop song to explain major political, social, economic, technological, and cultural developments of the 1920s.  For extra credit, the students may perform the song for the class.

California Academic Standard(s)

11.5 – Students analyze the major political, social, economic, technological and cultural developments of the 1920s.

Time Frame

Two to Three (50) minute classes

Total Time: One Week

Goal

The students will achieve critical thinking and writing skills while analyzing the major political, social, economic, technological and cultural developments of the 1920s.

Learning Styles

• Linguistic
• Auditory
• Logical
• Musical
• Social
• Intrapersonal

Lesson Plan

Anticipatory Set (15 min)

The instructor will provide the students a handout with the lyrics of a hip hop song that has social meaning.  The instructor will then play the song for the students.  (911 is a Joke by Public Enemy is a good example.  It has clean lyrics and is an example of a hip song with social meaning).  The instructor will ask the students to think about the meaning of the song lyrics.  The instructor will call on random students to provide the meaning of the song.  The instructor will write the responses on the board.

Direct Instruction (10 min)

The instructor will inform the students that they will write a hip hop song about key historic terms from the 1920s.  The instructor will tell the student that prior to writing the song, the students will work in a group to write a one verse song about prohibition.

Modeling (5 min)

Using the computer and overhead, the instructor will show the students hip hop song lyrics from a historical topic of the 1920s.  For example:

Everywhere I go and everywhere I be

The New York Yankees are celebrating with me

Babe is hitting them out

With high propensity

Baseball fever, baseball fever

Come to the park and see

Guided Practice (15 min)

The students working in groups of two will write one verse of a hip hop song about prohibition.

Checks for Understanding (10 min)

The instructor will call on random groups to read their hip hop song about prohibition.

Direct Instruction (10 min)

The instructor will provide the following handout and discuss with the class:

The Hip Hop 20s

Working independently, you will write a hip hop song that describes a major political, social, economic, technological and cultural development of the 1920s.  There is no determined length for the song but the song must describe at least one major political, social, economic, technological and cultural development of the 1920s.

The most important element of the song lyrics is that the reader will understand the development being described.

The song lyrics need to typed.

Extra Credit: For extra credit, you can perform the song in front of the class with music or a-capella. 

Modeling (5 min)

The instructor will provide examples of subjects or developments that could be considered to write a hip hop song.

Independent Study

The students working independently will write a hip hop song for the 1920s major developments.

Checks for Understanding (Depends on how many perform song)

The students will submit their songs to the instructor.

Extra Credit: The students may perform the song in front of the class.

Direct Instruction (15 min)

The instructor will summarize the major developments of the 1920s

Progressive Era Theatre - 11th Grade U.S. History

Lesson Summary
The students working in groups will research one of the Progressive Era reform movements for the purpose of writing, directing and acting out a play to describe it to the class.

California Academic Standard(s)

• 11.2.1 - Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.
• 11.2.9 - Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
• 11.3.1 - Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities). 

Time Frame
 (5) 50 minute classes

Goal
The students in a group environment will develop critical thinking and presentation skills while understanding and describing the Progressive Era reforms of the early 20th Century.

Learning Styles

• Linguistic
• Auditory
• Social
• Physical
• Logical

Lesson Plan
Anticipatory Set (15 min)
The instructor will write a question on the board that states "If you were going to produce a play, what elements do you need to consider?"  The instructor will give the students two minutes to think about an answer.  The instructor will call on random students to provide their answers and write them on the board.

Direct Instruction (20 min)
The instructor will briefly discuss the Progressive Era and some of the reforms that came out of the era.   The instructor will tell the students they will be performing a play for each major reform for the purpose of educating the class on the reforms.  The instructor will tell the students that they will receive a quiz on the reforms after the plays are completed.  The instructor will provide the students with the following handout:

Progressive Era Theatre
Working in a cast of four, you will be assigned one of the following Progressive Era reform topics:

• Muckrakers
• Settlement House Movement
• Suffrage Movement
• Prohibition Movement
• Child Labor Reforms
• Conservation Movement
• Business Regulation (Federal Reserve Act)

Each individual will responsible for researching and answering the following questions about the reform topic assigned:

• Provide a detailed explanation of the reform
• Describe some of the key people associated with this reform
• Explain why this reform was important to the Progressive Era
• Demonstrate how this reform affects the United States today

Each individual will answer the questions on a separate piece of paper and hand in with the complete play outline and script.

Once the research is completed, each cast will assign a position for each member.  The four positions include:

• Director - This individual will be responsible for managing every aspect of the play to assure its quality and completeness.  This individual is responsible for making sure each person in the group is completing the task correctly and on time.  This individual is responsible for directing the play so it is clear, accurate and entertaining.
• Writer - This individual is responsible for writing the play script.  Taking input from the other cast members, the writer will make sure the script is clear, accurate and entertaining.
• Set Designer - This individual will be responsible for creating and gathering all props and background elements to make sure the play is more visually appealing and historically accurate.
• Lead Actor - While the play will include each cast member as actors, this individual will be the lead actor and responsible for most of the lines in the script.  The lead actor will work with the writer and director to assure the lines are historically accurate, clear and entertaining.

Once the positions are assigned, the cast will develop an outline of the play.  After the play is performed, the outline will be submitted to the teacher.

Once the outline is completed, the script will be written.  After the play is performed, the script will be submitted to the teacher.

Deliverables:

• Questions about the Progressive Era topic (4)
• Outline of Play
• Script for Play

Grading

• 10% - Questions
• 20% - Outline
• 30% - Script
• 10% - Set Design
• 20% - Performance
• 10% - Organization

Remember: As you develop the play,  make it entertaining and convey the information your fellow students need to understand the topic

Have Fun!

Guided Practice (120 min)
The instructor will place students in groups of four.  The instructor will assign a Progressive Era reform for each group.  The students will work together to complete the Progressive Era play.

Checks for Understanding (50 min)
The students will perform the plays about the Progressive Era reforms.

Checks for Understanding (30 min)
The students will complete a quiz about the Progressive Era reforms.

Direct Instruction (20 min)
The instructor will review the quiz with the class and discuss the Progressive Era reforms.       

Major World War II Battle Tweets - 11th Grade U.S. History

Lesson Summary
The students working independently will provide a detailed account of the strategies and tactics for one of the major battles in World War II using only 140 character tweets.

California Academic Standard(s)
11.7.2 - Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa and the Battle of the Bulge.

Time Frame
(2) 50 minute classes

Goal 
The students will learn the strategies and tactics of major World War II battles while understanding modern communications techniques.

Learning Styles

• Linguistic
• Intrapersonal
• Logical

Lesson Plan
Anticipatory Set (15 min)
Using the overhead and computer, the instructor will show examples of how Twitter was used to describe a world event.

Direct Instruction (25 min)
The instructor will briefly discuss the major battles of World War II and provide the students with the following handout:

Major World War Two Battle Tweet Project

Working independently, you will provide a detailed account of the strategies and tactics for one of the following battles of World War II:

• Midway
• Normandy
• Iwo Jima
• Okinawa
• Battle of the Bulge

To complete the detailed account of the battle, each communication must be written as a Tweet using a maximum of 140 characters.

As an eye witness to the event, you must provide the reader the details necessary to answer:

• The key strategic significance
• When events in the battle happened
• What events in the battle happened
• How events in the battle happened
• Where events in the battle happened

You may use abbreviation and symbols but it must be understood by your old and uncool teacher.

Be creative and have fun!

Modeling (10 min)
Using the overhead and computer, the instructor will provide Tweets to explain the attack on Pearl Harbor.

Guided Practice (20 min)
The students working independently will use their textbook, smart phone and/or computer to research the battles of World War II and determine which one they will Tweet about to answer the questions.

Independent Study (30 min)
The students will complete the Tweets for one of the major battles of World War II.
 
Checks for Understanding
The students will submit their collection of Tweets for a major battle of World War II to the instructor.

Direct Instruction (20 min)
The instructor will summarize the major battles by discussing some of the more effective Tweets of the students.

Communications Revolution Opinion Article - 11th Grade U.S. History

Lesson Summary
The students, working in groups and independently, will describe the societal and economic effects of radio, television and the internet as well as complete an opinion article describing which communications technology they believe had the greatest societal and economic impact on the United States.

California Academic Standard(s)
11.8.7 - Describe the effects on society and the economy of technological developments since 1945 including computer revolution, changes in communications, advances in medicine and improvements in agricultural technology.

Goal
The students will develop critical thinking skills while learning about the key communications technologies of the 20th century and their economic and societal impacts on the United States.

Time Frame
(2) 50 minute Classes

Learning Styles

• Auditory
• Linguistic
• Social
• Logical
• Intrapersonal

Lesson Plan
Anticipatory Set (15 min)
The instructor will write a question on the board that states "How has the smart phone changed how people communicate?"  The instructor will give the students two minutes to think about the question and then ask random students to provide answers.  The instructor will write the answers on the board.

Direct Instruction (15 min)
The instructor will briefly discuss the evolution of the radio, television and the internet.  The instructor will write the following questions on the board:

• Describe the societal impact of the internet, TV and radio
• Describe the economic impact of the internet, TV and radio
• How are the three communications technologies the same and different? (Provide three examples for each)

Modeling (5 min)
The instructor will provide one answer for each question.

Guided Practice (30 min)
The instructor will place students in groups of two and each group will answer the questions using a smart phone, computer or textbook.

Checks for Understanding (15 min)
The instructor will ask random groups to provide answers to the questions and write the answers on the board.

Independent Study (30 min)
The students, working independently, will write an opinion article describing which communications technology they believe had the greatest societal and economic impact on the United States.  The paper needs to provide at least five reasons to defend their position.

Checks for Understanding
The students will submit their article to the instructor.

Direct Instruction (20 min)
The instructor will poll the students to see which technology they believe had the most societal and economic impact and engage the students in a discussion about the reasons they came up with to defend their position.

Social Gospel and Social Darwinism Debate - 11th Grade U.S. History

Lesson Summary
The students working in groups and as an individual will write about and debate the similarities and differences between Social Darwinism and the Social Gospel as it pertains to its origins as well as modern day America.

California Academic Standard(s)
11.2.7 - Analyze the similarities and differences between ideologies of Social Darwinism and Social Gospel.

Goal
The students will learn critical thinking skills to analyze the similarities and differences between the Social Gospel and Social Darwinism.

Time Frame
(2) 50 minute lessons (Good for Block)

Learning Styles

• Auditory
• Linguistic
• Physical
• Social
• Intrapersonal
• Logical

Lesson Plan
Anticipatory Set
The instructor will write a question on the board that states "What do you think the role of government should be in regards to its poorest citizens?"  The instructor will write the answers on the board.

Direct Instruction
The instructor will briefly discuss the ideologies of Social Darwinism and Social Gospel.  The instructor will tell the students that they will be working in groups of two to answer the following questions:

• What is Social Gospel?
• What is Social Darwinism?
• What are the differences of each?
• What are the similarities of each?

Modeling
The instructor will provide one difference and one similarity of Social Gospel and Social Darwinism.

Guided Practice
The instructor will place the students into groups of two.  The students will answer the questions about the two ideologies.

Checks for Understanding
The instructor will randomly call on students to answer the questions and write the answers on the board.

Independent Practice
The students working independently will write a paper explaining which ideology is most prevalent in today's society.  The students must provide a minimum of three examples to prove their hypothesis.

Checks for Understanding
The instructor will tell the students to stand up and move to different sides of the room based on which ideology they believe is most prevalent in today's society.  The instructor will call on random students from each side of the room to provide an example from their paper to demonstrate why they believe the particular ideology is prevalent today.  

Direct Instruction
The instructor will summarize the lesson by discussing the similarities and differences of Social Darwinism and the Social Gospel as well as how it affects the students today.