New Instruction Management Plan

V.
Instruction and Management Plan

Sequence and Organization:
This unit has been designed for a ninth grade U.S. History course. It
will take place after our unit on imperialism and World War I. The unit
is divided into three main topics, and is displayed below in the
structured overview.
The Roaring
Twenties
The Red Scare

& Isolationism
Technological
Changes,
Consumerism,
& Pop Culture
A Nation
Divided
Topic: The Red Scare and Isolationism

This topic will be covered in three separate lesson plans. The first
lesson plan will cover post-war conditions and the Red Scare. Students
will demonstrate their knowledge of the content through a classroom
discussion followed by a classroom debate. The second lesson will
cover the Red Scare and its connection with labor unrest. Students
will demonstrate their knowledge of the content through a classroom
discussion. There will also be a Kahoots quiz to check for
understanding. This will also fall on the last day of the week, so
students will complete one project for their unit portfolio. They will be
required to focus on content from this week. Students will check out
laptops each project day in order to complete an assignment. This
allows the incorporation of technology into the unit at least once a
week. The third lesson will focus on Americas movement towards an
isolationist policy and restrictive immigration laws. Students will
demonstrate their knowledge on the content through analyzing quotes,
creating a Venn diagram, and an exit ticket. The quote analyzing

activity is heavily focused on literacy, and requires students to look for
unfamiliar vocabulary words, find main arguments in each quote,
summarize each quote, and decipher how the quote portrays foreign
policy.
Topic: Technological Changes, Consumerism, and Pop Culture
This topic will be covered in three separate lesson plans. The first
lesson plan will focus on the assembly line, mass production, and the
social, economic, and political impacts of the automobile. Students will
demonstrate their knowledge of the content by reading an article and
filling out Cornell notes. We will discuss the reading and students will
share their findings. The next lesson plan will focus solely on the
transformation of the American woman and flappers. Students will
demonstrate their knowledge of the content by completing a jigsaw
activity. I will divide an article on flappers into five portions. Each
student will read one portion and answer the questions specific to that
portion of the reading. They will then find students that read and
answered questions to the remaining portion and fill out a worksheet.
This will also fall on the last day of the week, so students will complete
one project for their unit portfolio. They will be required to focus on
content from this week. The last lesson will cover popular culture
changes during this era. We will discuss the radio, movies, baseball,
and famous athletes. Students will demonstrate their knowledge of
the content by filling out a worksheet as we listen to a radio broadcast
and watch a silent film from the 1920s. This will be followed by a
classroom discussion.
Topic: A Nation Divided
This topic will be covered in two lesson plans. The first lesson plan will
be taught with a series of four stations. Each station will cover one
division within the nation. The divisions are: Wets versus Drys, Rural
versus Urban Life, Science versus Fundamentalism, and Whites versus
African Americans. This lesson acts as a cooperative learning activity.
I will divide the class into eight groups of four students. Each group
will have one advanced student, two grade level students, and one
student below grade level. Each group will visit four stations, with
each station focusing on one division in the United States. A variety of
sources and activities are at each station. The first station will be a
video with questions. After they watch the video and answer the
questions students will write a poem. The second station is an article
with questions. After they read the article and answer the questions
they will write a paragraph relating the issue to a current day event.
The third station requires analyzing poems and answering questions.
After they complete this portion they will interpret a graph. The graph
incorporates numeracy into the assignment. The fourth station
requires reading an article and answering questions. After they
complete this portion they will interpret a map and answer a few
questions. The second lesson plan will involve a review of the stations
and answers in the packet. This will also fall on the last day of the
week, so students will complete one project for their unit portfolio.
They will be required to focus on content from this week.
Integration of Literacy, Numeracy, and Technology:

Literacy will be incorporated everyday throughout the unit. Each day
students will read, write, analyze, or take notes. There will be a variety
of readings, including both primary and secondary sources. Writing will
be incorporated through exit tickets, note taking, worksheets, and the
portfolio project.
Numeracy is included in the lesson plan during the cooperative
learning activity. In this activity, students will read and interpret a
graph detailing the population movement from rural to urban areas.
The graph spans from 1800 to 1990, and students will decipher the
percent of population that lived in each area in certain years. It is also
incorporated during the assembly line simulation. In the simulation,
students will enact an assembly line to create cootie catchers. First,
the group will make cootie catchers individually and count how many
they are able to make in a given time period. Next, they will set up an
assembly line to see if they are more efficient. Each person in the line
will have a specific job to complete the cootie catcher. Each group will
attempt to make as many cootie catchers as they can. When time is
up, students will count how many cootie catchers their group created.
The group that creates the most wins. Students will also compare how
many cootie catchers their group was able to make without an
assembly line and with an assembly line.
Technology is incorporated everyday in the classroom. I will use
PowerPoint, YouTube, Kahoots (an interactive online quiz), and laptops.
Students will use laptops once a week to complete their project
portfolio. They will use the laptops to type summaries, write poems,
create newspaper articles, write childrens books, or film and edit
newscasts. Each week students will complete one of these activities,
and each activity can only be completed once. This will ensure that
students are using a variety of skills throughout the unit.
Unit Calendar:
Monday
Tuesday
Wednesday
3/30 (All)
3/31 (Odd)
Chapter 20.1
4/1 (Even)
4/2 (Odd)
Chapter 20.1 Chapter 20.1
4/3 (Even)
Chapter 20.1
-Postwar
conditions
-Red Scare
-Postwar
conditions
-Red Scare
-Red Scare
-Labor Unrest
Introduce/star
t portfolio
project
-Red Scare
-Labor Unrest
Introduce/star
t portfolio
project
Homework:
Notes 20.1
Homework:
Notes 20.1
4/7 (Odd)
Chapter 20.3
***Computers
4/8 (Even)
4/9 (Odd)
Chapter 20.3 Chapter 21.2
***Computers
4/10 (Even)
Chapter 21.2
-Mass
Production
-Mass
Production
-Flappers
-Portfolio
project
Homework:
Notes 20.3
Homework:
Notes 20.3
-Roaring
Twenties PreTest (Chpt. 20
& 21)
-Bridge from
last unit to
here
-Free write on
effects of war
in 1920s
4/6 (All)
Chapter 20.2
-Isolationism
Homework:
Notes on
20.2
Thursday
-Flappers
-Portfolio
project
Friday
***Computers
***Computers
4/13 (All)
Chapter 21.3
-Pop Culture
4/14 (Odd)
Chapter 21.1
-Divisions in
US
4/15 (Even)
4/16 (Odd)
Chapter 21.1
-Project
-Divisions in workday
US
-Study guide
workday
***Computers
4/20 (All)
4/21 (Odd)
4/22 (Even)
-Project due
-Study guide
workday
-Jeopardy
review game
-UNIT EXAM
-Jeopardy
review game
-UNIT EXAM
Course: US History
Lesson #: 1
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
___ Special Needs
Multiple Intelligences
_x_ Verbal/Linguist
_x_ Logical/Math
___ Naturalist
_x_ Intrapersonal
___ Interpersonal
___ Musical
___ Kinesthetic
Instructional Techniques
_x_ Inquiry
___ Direct Instruct
___ Coop Learning
_x_Concept
_x_Discussion
___Laboratory work
___Demonstration
___Other
4/17 (Even)
-Project
workday
-Study guide
workday
***Computers
Topic: Roaring Twenties Introduction

Minutes: 52
Instructional Goal/Rationale/Essential Questions

How did WWI influence American society/culture in the
1920s?
Performance Objectives (consider multiple levels of
Blooms):
SWBAT take a Roaring Twenties Pre-Test
SWBAT analyze how WWI influenced our society to
change in the 1920s
Standards:
InvestigatecausesandeffectsofsignificanteventsinUnitedStates
history.
Resources/Preparation/Material Needed:
Pre-Test
PowerPoint
Time
Estima
te
Introduction/Set/Focus/Attention Getter/Preassessment:
Go over Roaring Twenties Unit Plan and topics
Technology Utilized
PowerPoint
Instructional Input/Body of Lesson

Teacher Actions
30
Give students pre-test.
10
Post discussion questions on WWI and how the

end of the war might have influenced our society.
Ask students to share opinions.
Display free-write question. What do you

predict life in America was like after the
war? Students must share something they
wrote as they leave class.
Student
Actions/Ex
pectations
Take pretest.
Share
opinions on
questions with
class.
Answer
question in
notebook.
Independent Practice/Homework/Lesson
Extension:
Read and take notes on Chapter 20.1due
Thursday/Friday.
Modification/Accommodation/Adaptations
Modified test for IEP students
How are Objectives/Standards assessed?

The pre-test and the discussion and free write are how
objectives and standards are assessed. The pre-test will
help me see how much learning has occurred by the end
of this unit. The discussion and free write will connect
our last unit to this unit and help students realize how
WWI changed American society in the following decade.
Reflection:
This lesson plan was okay. The pre-test took a majority
of class time, leaving little time for the introduction to
this unit. I chose to start class with a pre-test because I
needed to collect data on what students knew, and then
I can compare this data after the unit test. I wanted to
get more in-depth about how the war influenced society
in the 1920s, but there was not enough time to have
that conversation. The reason I chose to post discussion
questions on how the war might have influenced the
1920s is because I wanted students to share their ideas
about how years of fighting led to a decade of complete
change. We were able to talk about this and students
did complete the free write, but it definitely was not
enough time. If I were to do this lesson plan again then I
would do it on a block day.
Course: US History
Lesson #: 2
New
Vocabulary:
Red Scare
Communism
Topic: Postwar Conditions/Red Scare

Minutes: 90

What prompted Americans irrational fear of Communism?
How did the US react to the threat of Communism and
was it a justified reaction?
Russian
Revolution
_x_ Visual
_x_ Auditory
_x_ Kinesthetic
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
___ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
_x_ Logical/Math
___ Naturalist
___
Intrapersonal
_x_
Interpersonal
_x_ Musical
_x_ Kinesthetic
Instructional
Techniques
___ Inquiry
_x_ Direct
Instruct
Performance Objectives:
SWBAT examine the roots of the Red Scare.
SWBAT analyze the reaction to Communism and
determine if the reaction was necessary.
Standards:
Analyze the complexity of events in United States
history.
Basketball hoop/ball
PowerPoint
Silent Film videos
Time
Estima
te
10
Basketball competitionsplit class into two teams
Each team will get 5 minutes to shoot 50 baskets,
each person must shoot, team that wins will have
no homework.
Explain there is a traitor on each team trying to
make team lose.
After event, ask each team who they think the
traitor is. Explain why they think they are the
traitor. What should happen to the traitor? How
does the accused traitor feel? Transition into Red
Scare.
___ Coop
Learning
_x_Concept
_x_Discussion
___Laboratory
work
_x_Demonstratio
n
___Other
Technology
Utilized
YouTube
PowerPoint

Teacher Actions
15
Student
Actions/Exp
ectations
Russian Revolution and Red Scare PP

lecture.
Take notes.
Break.
Break.
Show silent films on reaction to Communist

threat in America.
Share
reaction to
films.
Display discussion questions to film. Have

students get in groups of 3 or 4 and
assigned each group with a discussion
question. Explain they will share with the
class their analysis of the question.
Get in groups,
get assigned
question.
5
5
10
10
Allow time to discuss with group. Visit

each group to see how they are doing.
Groups will present their question/analysis

to class.
10
Explain we will have class debate on Red

Scare. Questions we will discuss are on
board. Everyone must participate.
20
Give students time to form opinions, decide

what they want to say.
Class debate.
Discuss/analyz
e with group.
Present.
Listen.
Review
debate
questions,
opinions.
Debate.
Guided Practice/Application:
Silent film discussion questions/presentations.
Printed PowerPoint notes
How are objectives/standards assessed?

Both are assessed with the questions each group must
answer regarding the silent film. They are in-depth
questions that require students to think about the origins
of the Red Scare and the reaction to it in America.
The class debate also acts as an assessment. Each
student was required to participate. Questions included
the Red Scare, and I also asked students to talk about
similar scares that have happened in the United States
recently.
Reflection
Overall, I thought this was a good lesson plan. The
opening basketball activity gave students a real sense of
what it feels like to be accused of something when there
are absolutely no facts to back it up. I did this because I
wanted them to understand that this is exactly what it
was like during the Red Scare. The lecture was short, but
informative. I was able to get important content covered.
The silent film displayed real American feelings towards
Communist in this era, and students gained an
understanding of what propaganda Americans were
exposed to. The discussion questions each group had to
answer after the film allowed students to collaborate,
think more in depth about the film, and teach their
classmates. Finally, the class debate allowed students to
share their opinions on the matter, not just recite facts,
and we talked about modern day issues that are similar to
the Red Scare. This brought relevance into the lesson
plan, and students were really getting into the argument!
I would do a few things differently next time. First off, I
would choose the groups that students would work with
for the silent film discussion questions. Students chose
their own groups and I had to redirect them several times
to stay on task. I would also allow students more time to
prepare for the class debate. Students that already had
opinions on the matter did great, but for those that had
not thought about this before struggled to stay involved
and share their insight.
Course: US History Topic: Red Scare/ Labor Unrest

Lesson #: 3
Minutes: 90
How did the Red Scare affect the labor movement?
__x_ Visual
What class/race/nationality of people prompted labor
_x__ Auditory
unrest and how did this further their reputation as
__x_ Kinesthetic
Communists?
Goal: Students will have an understanding of The Red
Diversity
_x__ Gender
Scare and the labor movement in the 1920s. Using this
__x_
knowledge, they will begin their portfolio project for this
Multicultural
unit.
__x_ Disengaged
___ Special
Needs
SWBAT analyze the connection between the Red Scare
and the labor movement by participating in class
Multiple
discussions and completing one project for the week.
Intelligences
Standards:
_x_
Verbal/Linguist
AnalyzethecomplexityofeventsinUnitedStateshistory.
___ Logical/Math
___ Naturalist
history.
_x__
Intrapersonal
_x__
Interpersonal
___ Musical
_x_ Kinesthetic
Instructional
Techniques
___ Inquiry
_x_ Direct
Instruct
___ Coop
Learning
_x_Concept
_x_Discussion
___Laboratory
work
___Demonstratio
n
_x_Other
PowerPoint
Laptops (30)
Portfolio Rubric
Time
Estima
te
Warm up question: What was the Red Scare? What

groups were associated with Communism?
I will have students discuss with a partner for a few
minutes. Next, students will share out loud. This will be a
review from the previous lesson and lead into todays
lesson about why the labor movement was associated
with Communism.

Teacher Actions
Technology
Utilized
-Laptops
-PowerPoint
15
Labor movement/unrest lecture with

PowerPoint. Questions for class discussion
are sprinkled throughout the PowerPoint to
keep students engaged.
1
Transition. Tell students we have now
covered the Red Scare and the labor
movement. We will begin our three-week
long portfolio project for the unit.
Jot down notes

on the labor
movement.
Participate in
class
discussion
questions.
Listen.
10
60
Student
Actions/Expe
ctations
Introduce portfolio project. Display

project/rubric on board. Explain the
project, the rubrics, expectations, and the
due date.
Check out laptops to students. Students
have the rest of the class period to begin
their first portfolio project for the week.
Listen. Ask
questions.
Follow along.
Check out
laptop. Begin
first portfolio
project.
The portfolio project allows students to apply their
knowledge from the unit in a variety of ways.
Every Friday we will work on this project. Each
Friday they are expected to work on portion of the
portfolio, and they will turn it all in at the end of the
unit. There are a variety of projects for them to
pick from each week. These are: Analyze a political
cartoon and create one; analyze a poem and create
one; create a newspaper article; create a childrens
book; create a newscast. The project that they
complete each week will relate to the content we
learned that week in class. I will provide a number
of political cartoons to pick from and a poem to
analyze. Because we will learn new content each
week, the political cartoons and the poem will be
different each week. If students chose a
newspaper article, childrens book, or newscast,
they will create that on their own. Students are
given the option to work with a partner or
individually.
Independent Practice/Homework/Lesson Extension:
If students do not finish their project in class then
they are to finish it at home.
How are Objective/Standards Assessed in this lesson?
The portfolio project will act as an assessment for this
lesson.
Erin Kelly will get a printed copy of the PowerPoint, along
with whatever project she choses to do this week. She
recently suffered from a concussion and cannot look at a
computer screen.
Reflection:
I did the lecture on labor unrest because I wanted to
connect the previous lesson (Red Scare) with a group that
was associated with communism. The lecture was pretty
quick, and we just went over why laborers were attacked
as communists and generally disliked by the public. We
got into a conversation about labor unions and how they
are viewed today. This first portion of the class met the
objective and both standards. I would have liked to do
something a little more unique than a lecture, but I wanted
the students to get the content and have enough time to
work on their projects. The rest of the class students
worked on their projects. This brought together everything
we had learned this week and allowed students to
collaborate, critically think, and be creative. I posted the
project directions and rubric online for them to access, but
I did not print it. It definitely made things a little harder
and I would absolutely print it next time. I think students
have a better understanding of something when they can
physically hold it and go through it, rather than read it
online. Overall, I liked this lesson plan and I am really
excited to continue this project throughout the unit. I think
it does a good job of tying everything together and having
students think on a deeper level.
Course: US History Topic: Isolationism Lesson #: 4

Minutes: 52
New
Vocabulary:

How did US foreign policy change following WWI?
Isolationism
KelloggBriand Pact
Emergency
Quote Act
1921
__x_ Visual
__x_ Auditory
___ Kinesthetic
Diversity
_x__ Gender
__x_
Multicultural
_x__ Disengaged
___ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
___ Logical/Math
___ Naturalist
SWBAT analyze why Americans adopted the policy of
isolationism by interpreting quotes from President
Harding.
Standards:
Evaluateahistoricalsourceforpointofviewandhistoricalcontext
AnalyzecontinuityandchangeinerasoverthecourseofUnitedStates
history
President Harding Quotesprint for each student
PowerPoint
Nativism Video
Time
Estima
te
Warm up questionwhat was US foreign policy like
before/during WWI? Have discussion about imperialism,
spreading democracy, etc.
_x_
Intrapersonal
__x_
Interpersonal
___ Musical
_x_ Kinesthetic

Teacher Actions
10
Instructional
Techniques
_x__ Inquiry
__x_ Direct
Instruct
___ Coop
Learning
__x_Concept
__x_Discussion
___Laboratory
work
___Demonstratio
n
___Other
Technology
Utilized
PowerPoint
YouTube
Introduce topic of returning to normalcy. Tell

students we are going to read two quotes from
President Harding. Pass out quotes. Have
students analyze quotes and answer questions
about quotes in their notebook.
Find key words and phrases,
underline them, and then put
them in your own words.
Circle unfamiliar words.
Write down what you think the
quote means.
What is the message in the first
quote?
What is the message in the second
quote?
What does President Harding believe
America should focus on?
What would American foreign policy
look like now?
Think-Pair-Share
10
Lecture PowerPoint notes on isolationism
Student
Actions/Exp
ectations
Read and
analyze quotes.
Answer
questions in
their notebooks.
Review
quotes/answer
s in
notebooks,
discuss with
partner, share
with class
5
10
Show YoutTube video on nativism. How did

this influence the foreign policy of
isolationism?
Listen and take

down notes.
Give students directions to create Venn diagram.

Compare and contrast US policies before and
after war. New vocabulary from notes should be
included.
Watch video.
Do Venn diagram as class.
Create Venn
diagram. Can
work with
partner.
Contribute to
class diagram.
Think-Pair-Share with President Harding Quotes
Venn Diagram activity
Review/Closure:
Exit ticket: How did President Harding change
American foreign policy? What did foreign policy
look like before the war and after the war?
Extension:
Read and take notes on Chapter 20.2
(Isolationism)
Modified Harding quotes for Tia, Nick.
How are objectives/standards assessed?
Objectives and standards are assessed through the class
discussion on the Harding quotes and the Venn diagram
activity. The exit ticket also acts as a check for
understanding.
Reflection:
I loved this lesson plan. I had students analyze quotes
from President Harding and inquire about what his foreign
policy would look like. We compared his foreign policy to
US foreign policy before the war, satisfying both standards
and the objective. I think inquiry is an excellent teaching
technique because students discover information for
themselves, rather than are told by a teacher. In a sense,
it was a simple activity. However, it required students to
analyze, compare and contrast, and practice their literacy
skills. We also watched a short clip on nativism. This clip
informed students of why Americans supported
isolationism during this time, which satisfied the objective
and both standards. We then did a Venn diagram as a
class. I wanted to bring things full circle and give
students a visual understanding of what American foreign
policy looked like before the war and after the war.
Students worked on this alone or with a partner, and then
we completed one as a class. This helped students
complete their exit ticket, and allowed me to assess their
learning. The one thing I would change about this lesson
plan is to do it during a block period. We were getting
into really great conversations about foreign policies and
students were asking questions about foreign policy
today. Unfortunately, we did not have enough time to talk
about it and I was disappointed because students were
really interested in the topic! Overall though, this was
one of my favorite lesson plans I have ever done.
Course: US History Topic: Changes- Mass Production

Lesson: 5 Minutes: 90
New
Vocabulary:
Urban
Sprawl

How did society change during this era and what was the
impact of these changes?
What societal changes occurred as a result of mass
production?
Installment
Plan

Blooms):
_x_ Visual
___ Auditory
_x_ Kinesthetic
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
___ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
___ Logical/Math
___ Naturalist
_x_
Intrapersonal
_x_
Interpersonal
___ Musical
_x_ Kinesthetic
Instructional
Techniques
___ Inquiry
_x_ Direct
Instruct
___ Coop
Learning
SWBAT describe how mass production of the automobile

affected American life by reading and filling out Cornell
notes.
Standards:
Investigatethehistoricaldevelopmentofandimpactofmajorscientific
andtechnologicalinnovations.
PowerPoint
Blank paper
Origami instructions
Mass production reading/ Cornell Notes
Time
Estima
te
15
Check homework for completion. Kahoots quiz on chapter
20.2.
Warm up question: What major technological changes
have occurred in your lifetime and how did it affect you?
Think-Pair-Share
_x_Concept
_x_Discussion
___Laboratory
work
_x_Demonstratio
n
___Other

Teacher Actions
Technology
Utilized
PowerPoint.
Kahoots Quiz.
7
10
Student
Actions/Expe
ctations
Transition into technological changes in

twentiesspecifically mass production of
automobiles. We are going to simulate
production of resources before the
assembly line and after. Students will get
into groups of 3-6. I will pass out blank
paper and cootie catcher origami
instructions.
Get into groups.

Listen to
instructions.
Each team member will make as many

origami cootie catchers as they can in five
minutes.
Individually
make origami
cootie catchers.
Now, they will put their group into a line

and simulate a assembly line. Each person
will have a specific job in making the cootie
catcher. Make as many as they can.
Discuss how many cootie catchers they
made when working alone vs. working
together in a line. What made a difference?
Was it faster? Was it more efficient? Etc.
Get into
assembly line,
decide jobs, and
make cootie
catchers.
Discuss.
20
15
Break.
Break.
Explain students will be reading about the

impacts of mass production. They will fill
out Cornell notes as they read. Pass out
reading.
Complete
reading and
Cornell notes
individually or
with a partner.
Discuss the impact of mass production on

society. Introduce urban sprawl and
installment plan.
Reading and Cornell notes.
Discuss. Add to
notes.
How
Review/Closure/CSU:
Verbal exit ticket: As students leave the classroom
they will tell me one way mass production changed
society.
are Objective/Standards Assessed in this lesson?
Cornell Notes.
Classroom discussion.
Exit ticket.
The Cornell notes were modified for every student. I filled
in the left column so that students would know what
information they were looking for. I added some notes in
the article for Nick and Tia. This was to help them better
comprehend the article.
Reflection
This was one of my favorite lesson plans. I wanted students to
really understand how the assembly line and mass production
changed America, so I felt that a simulation would work best.
The simulation created an experience where students saw first
hand how new ideas can impact the world. The simulation along
with the reading and class discussion absolutely met the standard
here. The simulation was really fun for the students and for me.
They were able to see how much more they could produce when
they worked together as an assembly line, rather than working
alone. The reading and Cornell notes cemented this information
in. It discussed the political, social, and economic impacts of the
assembly line and mass production on society, which aligns with
the standard for the lesson. Finally, the class discussion went
well. We got into a good conversation on the consequences of
the automobile and how it led to urban sprawl and the impacts of
this on cities. Students were engaged and asking questions. I
would probably do the classroom discussion differently next time.
While most students were participating, there were some that
were not at all. I think I would make it more of a debate than a
discussion, and put the desks in a circle. This would open up the
conversation and give everyone an equal opportunity to speak. I
would then call on students that are not participating to share
their ideas with us. Overall, I think the students had a lot of fun
with the cootie catcher activity and based on the verbal exit
ticket they did gain an understanding of the impact of mass
production on the United States.
Course: US History Topic: Changes- Flappers

6 Minutes: 90
New
Vocabulary:
Flapper
Gibson Girl
Lesson:

What prompted the transformation of the American
woman?
In what ways did the American woman change?
Use new information from the week to complete the
second project for the unit portfolio.
_x_ Visual
_x_ Auditory
_x_ Kinesthetic
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
___ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
_x_ Logical/Math
___ Naturalist
_x_
Intrapersonal
_x_
Interpersonal
___ Musical
_x_ Kinesthetic
Instructional
Techniques
___ Inquiry
___ Direct
Instruct
SWBAT understand the transformation of the American

woman and explain to their classmates with a jigsaw
activity.
SWBAT apply their knowledge and complete one project

for their unit portfolio.
Standards:
Describeandanalyzethehistoricaldevelopmentandimpactofthearts
andliteratureonthecultureoftheUnitedStates
history.
Flappers jigsaw reading
Flappers jigsaw reading questions
YouTube video
Computers
Time
Estima
te
Warm-up: Flapper YouTube video. Classroom discussion
on what a Flapper is based on the video.
_x_ Coop
Learning
_x_Concept
_x_Discussion
_x_Laboratory
work
___Demonstratio
n
___Other
Technology
Utilized
PowerPoint
YouTube
Laptops

Teacher Actions
Explain flappers jigsaw reading. Each

student will read a paragraph from the
reading and answer the questions aligned
with the paragraph. Pass out reading and
questions.
Student
Actions/Expe
ctations
Listen to
directions.
10
Individual reading time.
10
10
50
Explain students will now go find people to

complete the rest of the questions on their
worksheet. Every answer they get must be
initialed by the person.
Go over answers as class.
Computer work time. Students will start a
new project for their portfolio. A new poem
and new political cartoons are posted on
Moodle to pick from.
Read and
answer
questions.
Find answers
to complete
worksheet.
Share answers.
Work on
project.
Flapper reading and questions.
Portfolio project.
Complete project at home if student did not finish it
in class.
Notes on chapter 20.3 for homework.

Flapper jigsaw reading and questions.
Portfolio project.
Modified reading for Tia and Nick. It will be a simplified
paragraph, but with the same information so they can
participate in the activity with the rest of the class.
Reflection
I used the flapper jigsaw reading because it thoroughly explained
the transformation of the American woman in the twenties. I
wanted students to become an expert on one area of the
flapper, and then share this information with their classmates.
This ensured that every student was engaged in the activity.
The reading informed students of why women went through such
changes, and what influenced them, so both standards were met
here. The portfolio project also met both standards. Students
used their new content knowledge and applied it in a higher
level of thinking. Overall, the flapper jigsaw went pretty well.
Students were active in moving around the room and talking to
new people. I would have liked them to spend more time
discussing their answers, rather than just copying down what the
other person wrote, so I would do that differently next time. The
classroom discussion on the answers went well and I was
impressed with their knowledge on flappers. I do wish that I had
more time to do more activities related to flappers, but I just
couldnt fit it into the schedule. The portfolio project went well.
Students knew what was expected of them and for the most part
they worked hard. I saw a lot of creative poems and political
cartoons, so I was excited to see how much effort they were
putting in! I ended up getting iPads for our class instead of
computers, and I do regret this. The iPads made it difficult for
students to type and save work so I was constantly dealing with
these issues instead of getting to help students with the project.
Overall, I believe it was a pretty successful lesson plan.
Course: US History Topic: Changes- Pop Culture Lesson: 7

Minutes: 52
_x_ Visual
_x_ Auditory
___ Kinesthetic
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
___ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
___ Logical/Math
___ Naturalist
_x_
Intrapersonal
_x_
Interpersonal
_x_ Musical
___ Kinesthetic
Instructional
Techniques
_x_ Inquiry
_x_ Direct
Instruct
___ Coop
Learning
___Concept
_x_Discussion
___Laboratory
work

How did the development of popular culture change
America?
Blooms):
SBWAT understand how America developed a popular
culture in the 1920s.
SWBAT analyze how movies, mass media, and spectator
sports influenced popular culture.
Standards:
Investigatethehistoricaldevelopmentofandimpactofmajorscientific
andtechnologicalinnovations.
Describeandanalyzethehistoricaldevelopmentandimpactofthearts
andliteratureonthecultureoftheUnitedStates
PowerPoint
Radio broadcast and transcript
Silent film
Time
Estima
te
Check homework
Warm up: Ask students to describe our pop culture of
today. What are the current fads? How do we get our
news? How do we communicate?
___Demonstratio
n
___Other
Technology
Utilized
PowerPoint
Radio
Film

Teacher Actions
15
Begin 1920s pop culture lecture with

PowerPoint.
2
5
7
5
Student
Actions/Exp
ectations
Write down
notes.
Transition to pop culture activity and pass

out worksheet.
Listen.
Play 1920s radiobroadcast. Display

transcript on board.
Listen to
broadcast.
Have students answer questions on

worksheet.
Class discussion and go over questions.
Work
individually or
with partner
to answer
questions.
Play film
Participate in
discussion.
5
5
5
Have students answer questions on
worksheet.
Class discussion.
Watch film.
Work
individually or
with partner
to answer
questions.
Pop culture worksheet
Review/Closure:
Exit ticket- How does 1920s pop culture compare
to today?
Extension:
Extension of lesson on project workday.

They are assessed with the pop culture worksheet that
students will fill out. The worksheet has students look at
the impact of the radio and movies on society, while also
analyzing the advances of pop culture and technology
over time. The exit ticket also assesses if objectives and
standards have been met.
I will have a script of the radio show posted on the board
as an accommodation to all students. The radio show can
sound fuzzy at times so this should help students follow
along.
Reflection
I started the lesson with a quick lecture to give students
some background information on pop culture in the
1920s. I wanted them to understand the significant
changes that had occurred before we went into more
detail about the radio and movies. This lecture went well
and it addressed the needs of logical learners. Next, we
listened to a radio broadcast from the twenties. As
students listened they answered questions on a
worksheet I created. I wanted students to understand the
characteristics of radio back then, and to compare and
contrast that to radio nowadays. This met both
standards. The radio broadcast was 17 minutes long, so
we can listened to about five minutes worth. I would have
liked to listen to the entire thing so that students could
have a real grasp on what it was like, but there was not
enough time. Next, we watched a Charlie Chaplin silent
film. Again, I wanted students to compare and contrast
movies from the 20s and movies from today, and see how
they have developed over the course of almost 100 years.
They really loved the short film and asked if we could
watch more as we talked about it. I played one in the
background during our discussion. Overall, this lesson
plan incorporated a variety of learning styles and I was
able to constantly assess students learning. I would
definitely do this again, but make sure to have time to
listen to an entire radio broadcast.
Course US History Topic: Nation Divided

Minutes: 90
New
Vocabulary:
Scopes
Monkey Trial
Fundamental
ism
Great
Migration
Prohibition
18th
Amendment
21st
Amendment
_x_ Visual
_x_ Auditory
___ Kinesthetic
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
Lesson: 8

What societal divisions were present during the 1920s?
How did these divisions impact America?
What influenced these rifts in our society?
SWBAT compare and contrast the debates over
prohibition, fundamentalism, city life, and the Great
Migration.
SWBAT analyze the influences of these divisions and
how it affected our society.
Standards:
Evaluateahistoricalsourceforpointofviewandhistoricalcontext.
Examine and evaluate issues of unity and diversity from
Reconstruction to present.
-Nation Divided packets
-YouTube video
-Nation Divided articles
___ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
_x_ Logical/Math
___ Naturalist
___
Intrapersonal
_x_
Interpersonal
_x_ Musical
___ Kinesthetic
Instructional
Techniques
_x_ Inquiry
___ Direct
Instruct
_x_ Coop
Learning
_x_Concept
_x_Discussion
___Laboratory
work
___Demonstratio
n
___Other
Time
Estima
te
Warm up- Ask students about current divisions in the
United States. Talk about Republicans vs. Democrats,
climate change deniers and believers, others that
students bring up. Lead into discussion about major
divisions in the 1920s.
Teacher Actions
Hand out packets. Explain directions for

nation divided stations. There are four
stations. Each station addresses a different
division in the US at this time. Wet vs. Dry/
Rural vs. Urban/ White vs. AfricanAmerican/ Science vs. Religion.
Student
Actions/Ex
pectations
Get in
groups of
four. Listen
to
directions.
80
Students will get 20 minutes at each
station. There are two parts to complete
for each station.
Work with
group and
fill out
packets.
Technology
Utilized
YouTube
Each station requires students to watch a video,
read and analyze poems, or read an article. This
is part one and they answer questions regarding
this. Part two requires students to either
interpret graphs, or relate the content to modern
day. Part one is more knowledge and
comprehension, while part two is more
application and synthesizing.
Review/Closure:
We will review this lesson plan at the beginning
of next class. We will go over answers as a class.
Extension:
The content from this lesson will be extended
into the portfolio project for the week.
Objectives and standards are assessed in this lesson
with the nation divided packet I am handing out to
students. While students are working in groups, they
are each filling out their own packet. We will go over the
packets as a class, which will be a way I can assess the
learning. I will then collect the packets and go through
them to make sure students are fully completed them.
I put students in cooperative learning groups. Each
group has an advanced student, two grade appropriate
level students, and one lower level student. This
combination should allow the advanced student to be
challenged by helping the other students, and the lower
level student should be able to learn and ask questions
from their group.
Reflection
I wanted to do a lesson plan where we focused on all the
divisions in the United States during this era. I felt this
was a good way to incorporate a multitude of issues, but
at the same time there is still something in common
between all the issues. I decided to do stations since we
were learning about four distinctive issues. Each station
represented a division in the United States. Part one of
each station was more of a comprehension activity,
while part two was more of an analysis activity. I used a
variety of learning styles to keep kids engaged
throughout the lesson. Station one was a video on
prohibition and then students wrote a poem on
prohibition. This represented a more visual, auditory,
and creative learning style. Station two was a reading
about the Scopes Monkey Trial. After they read and
answered questions they wrote a paragraph about a
division that occurs in the United States today. This
brought relevance into the lesson plan and kids seemed
to really enjoy this part. Many kids wrote about
Republicans vs. Democrats, Pro-Choice vs. Pro-Life, or
gay rights. The third station was two poems by Robert
Frost about city life and urban life. Students had to
interpret the poems and then analyze a graph about the
movement from rural areas to urban areas. This station
definitely required a lot of critical thinking, and met the
standard about interpreting historical sources. The
fourth station was a reading about the Great Migration
and a chart showing where African Americans migrated.
Overall, I think the lesson went well. Some kids had a
difficult time interpreting the Robert Frost poems, so I
spent a lot of time at that station. They were tough
poems and probably too advanced for this class. If I
were to do this lesson plan again I would change that
station. The fourth station about the Great Migration
was interesting, but it wasnt a rigorous activity.
Students finished this station in about ten minutes, while
the rest took about 20 minutes, so they were sitting
around and sometimes distracting other groups. Next
time, I would do something different with this station. I
would like to add an activity that involved creating
something, like a political cartoon, so that is an idea for
this station. However, kids were engaged for the most
part and the standards and lesson objectives were met
with this activity.
Course: US History Topic: Divisions/Pop Culture

9 Minutes: 90
_x_ Visual
_x_ Auditory
_x_ Kinesthetic
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
___ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
___ Logical/Math
___ Naturalist
_x_
Intrapersonal
_x_
Interpersonal
___ Musical
_x_ Kinesthetic
Instructional
Techniques
___ Inquiry
_x_ Direct
Instruct
_x_ Coop
Learning
_x_Concept
_x_Discussion
Lesson:

How did pop culture and divisions within our society
influence the 1920s?
SWBAT use new information from the week to complete the
third project for the unit portfolio.
SWBAT apply their knowledge and complete one project for
their unit portfolio.
Standards:
Describeandanalyzethehistoricaldevelopmentandimpactoftheartsand
literatureonthecultureoftheUnitedStates
InvestigatecausesandeffectsofsignificanteventsinUnitedStateshistory.
Examine and evaluate issues of unity and diversity from
Reconstruction to present.
Laptops
Project Rubric and Instructions
Time
Estima
te
10
Warm up: Begin class by going over the nation divided
packet. Start at beginning of packet and have each
student share an answer as we go through. Go over any
questions or clarifications regarding the content.
___Laboratory
work
___Demonstratio
n
_x_Other

Teacher Actions
5
Technology
Utilized
Laptops
75
Go over project rubric and instructions

again. Clarify that this weeks project will
be related to pop culture and divisions in
the United States during the 1920s.
Remind students that the project is due on
Monday! Check out laptops to students.
Also, hand out study guide for upcoming
test.
Student
Actions/Expec
tations
Listen to
instructions.
Check out a
laptop.
Work time!
Finish last
project. If there
is extra time,
begin working
on the study
guide.
Review nation divided packet.
Portfolio projectpop culture or divisions in the
1920s.
If students do not finish their project in class then
they are to finish it at home.
The portfolio project will act as an assessment for this
lesson.
There are no modifications for this lesson plan.
Reflection
Starting class with the nation divided packet worked well. It
allowed us to review the material from last class and it was
a way for me to check for understanding. I had every
student share at least one answer, so everyone had a
chance to get his or her voice in the classroom. This also
helped to meet the last two standards I addressed in this
lesson plan. The portfolio project went well. Students knew
what was expected of them and for the most part they
worked hard. I saw a lot of creative poems and political
cartoons, so I was excited to see how much effort they were
putting in! The portfolio project is working great because it
allows students to review content from the week and to
critically think and analyze it with their project choice. I
made sure to get laptops this time, so it went much
smoother than the time before. Overall, I believe it was a
pretty successful lesson plan.
Course: US History Topic: Roaring Twenties Review

Lesson: 10 Minutes: 52
_x_ Visual
_x_ Auditory
_x_ Kinesthetic
Diversity
_x_ Gender
_x_ Multicultural
_x_ Disengaged
_x_ Special
Needs
Multiple
Intelligences
_x_
Verbal/Linguist
_x_ Logical/Math
___ Naturalist
_x_
Intrapersonal
_x_
Interpersonal
___ Musical
_x_ Kinesthetic
Instructional
Techniques
___ Inquiry
___ Direct
Instruct

Goal: Students will finalize their projects and turn them in.
Goal: Students will work on their study guide to prepare for
the test.
Blooms):
SWBAT work on their Roaring Twenties study guide.
Standards:
Analyzekeyhistoricalperiodsandpatternsofchangeovertimewithinand
acrossnationsandcultures
AnalyzecontinuityandchangeinerasoverthecourseofUnitedStates
history
InvestigatecausesandeffectsofsignificanteventsinUnitedStateshistory.
Study guide
Time
Estima
te
Warm up- Go over what is due for project. Give students
time to prepare and turn in.
_x_ Coop
Learning
_x_Concept
_x__Discussion
___Laboratory
work
___Demonstratio
n
___Other
Technology
Utilized
N/A

Teacher Actions
35
12
This will be free time to work on the study

guide. I will walk around the room and help
students with any questions they have.
Student
Actions/Expec
tations
Work alone or
with classmates
to fill out study
guide.
Go over study guide as class.

Share answers
on study guide.
Fill out study guide. We will go over the study guide

near the end of class.
Study for test in the next class. We will spend half of
the next class period playing a review game, and we
will use the last half of class to take the test.
Students will be using all of their knowledge from the unit to
fill out the study guide.
I will give Nick and Tia a study guide that already has the
answers. They will just need to study the information,
rather than find the information first.
Reflection
This was a very relaxed day. Students turned in their
portfolio projects and then worked on their study guides. I
wanted a day where students could study and work together
and then ask questions in class before the test. This
ensures that students are on the right track before the test
and I can address any questions or concerns before then.
This meets all of the standards because the study guide
questions relate back to all of the content we have learned
throughout the unit. The one thing I would do differently is
add another day in this unit. I would have liked the study
day to be completely for studying, and not have students
worry about finalizing their projects. I did try to mitigate
this by having the next class period be a review game and
then the test. Overall, students were able to work together
to fill out their guides and will get to practice before the test
with a jeopardy game in the next lesson!

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V.

Instruction and Management Plan

The Red Scare

Topic: The Red Scare and Isolationism

creating a Venn diagram, and an exit ticket. The quote analyzing

Integration of Literacy, Numeracy, and Technology:

Topic: Roaring Twenties Introduction

Instructional Goal/Rationale/Essential Questions

Instructional Input/Body of Lesson

Give students pre-test.

Post discussion questions on WWI and how the

Display free-write question. What do you

Modified test for IEP students

How are Objectives/Standards assessed?

Topic: Postwar Conditions/Red Scare

Instructional Goal/Rationale/Essential Questions

Instructional Input/Body of Lesson

Russian Revolution and Red Scare PP

Show silent films on reaction to Communist

Display discussion questions to film. Have

Allow time to discuss with group. Visit

Groups will present their question/analysis

Explain we will have class debate on Red

Give students time to form opinions, decide

How are objectives/standards assessed?

Course: US History Topic: Red Scare/ Labor Unrest

Warm up question: What was the Red Scare? What

Instructional Input/Body of Lesson

Labor movement/unrest lecture with

Jot down notes

Introduce portfolio project. Display

Course: US History Topic: Isolationism Lesson #: 4

Instructional Goal/Rationale/Essential Questions

Instructional Input/Body of Lesson

Introduce topic of returning to normalcy. Tell

Show YoutTube video on nativism. How did

Listen and take

Give students directions to create Venn diagram.

Do Venn diagram as class.

Course: US History Topic: Changes- Mass Production

Instructional Goal/Rationale/Essential Questions

Performance Objectives (consider multiple levels of

SWBAT describe how mass production of the automobile

Instructional Input/Body of Lesson

Transition into technological changes in

Get into groups.

Each team member will make as many

Now, they will put their group into a line

Explain students will be reading about the

Discuss the impact of mass production on

Course: US History Topic: Changes- Flappers

Instructional Goal/Rationale/Essential Questions

SWBAT understand the transformation of the American

SWBAT apply their knowledge and complete one project

Instructional Input/Body of Lesson

Explain flappers jigsaw reading. Each

Explain students will now go find people to

Flapper reading and questions.

How are Objective/Standards Assessed in this lesson?

Course: US History Topic: Changes- Pop Culture Lesson: 7

Instructional Goal/Rationale/Essential Questions

Instructional Input/Body of Lesson