Week 14 Lessons

Lesson Plan # 1 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)

American History II Eisenhower Conflicts / The Cold War Zoey Hanson Mon: 04/19
Lesson Essential Question (LEQ) or Is the Korean war a forgotten war? Why / Why not?
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had
on international affairs
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
Activity Details of Activities Purpose-Rationale Time

Pre-Lesson Ask students to verbally share what they know ● Students self assess by sharing what they do 10 Minutes
How do you prepare students for content & skills about the Korean war. know.- ability to recall= direct
acquisition, or use students’ prior knowledge? How
Then ask students where Korea is located to demonstration of LEQ
do you open this new lesson? ● Read and interpret maps: skill standard
ensure students know where the events are
taking place (can also show students a map ● "Why is the war in Korea important": LEQ
included in PowerPoint) and NCES
Ask students to verbally share why the war in
Korea is important.
Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Chinese Revolution them the content needed to achieve the
- Korean War learning objective and NCES.
- Effects and Legacy of Korean War
- Krushchev
- Egypt
- Suez Canal
- Eisenhower Doctrine
- CIA: Iran and Guatemala
- Hungarian Revolution
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting
ASU Dept. of History· History Education Program· 2020-2021

questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Students should be put in pairs. Each pair should ● Visual literacy 15 Minutes
How will students practice new content and skills choose a photo from the Korean War from this ● Multiple perspectives- skill standard
by working with classmates? How does this activity google slide after looking at all of the options. ● Students see direct effects of Korean war:
promote historical thinking skills and using Each pair should discuss their chosen image. LEQ and NCES
primary/secondary sources?
They should discuss what is in the photo, what it
could mean, and what it tells students about the
war. Go over each image as a group, starting
with the images that the various groups chose to
analyze.
Adjustments If students progress too quickly… ● Interpret timelines: skill standard
What adjustments will you make if students Students should be given the opportunity to ● Multiple perspectives: skill standard
struggle or progress too quickly (before advancing
review this timeline that shares a "subjective" ● Representative of Cold War: NCES
further)?
timeline from the perspective of the
Communists and the perspective of the West.
Ask students to discuss with a partner what they
take from this information. Ask students what
seems to be the primary difference between the
perspectives? Do the perspectives have anything
in common? Why are the perspectives so
different? How could this be representative of
the Cold War as a whole?
● Contextualize
If students struggle with material…
● Opinion on involvement: develop and
Show students this video on Truman's decision defend a stance - skill standard
to get involved in Korea. Ask students their
opinion on American involvement in Korea.
What information stood out to students. Why?
Extending & Refining II (individual) Show students the first half of the video The ● Contextualizes what students have already 25 Minutes
How do students (and teacher) know if they are Century: Americas Time: 1953-1960: Happy learned
mastering the content and/or skills for this lesson? Daze. They should answer the video questions ● Introduces students to upcoming content
[Formal, informal assessments to measure learning] as they watch. ● Additional interesting content- Encourage
student curiosity
Closure Do we see the effects of the Korean war today? ● Cause and Effect: skill standard 10 Minutes
How do students put it all together for today’s how? If not, why do you think we don't see ● Effects today: NCES and LEQ
lesson? The closure activity helps tie this lesson to effects? ● Legacy of war: NCES and LEQ
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding

What is the legacy of the Korean War- 1 word
answer garden
Formative - Informal Summative - Formal
Assessments ● Opening: Students directly share what they know,
allowing the instructor to gauge what students
have previously learned. Also a measure of
students' geographical and critical thought skills.
● Extending and Refining I: An exercise in students'
visual literacy. Will measure students abilities to
consider perspective, cause and effect, and other
skills from looking at historical images.
● Closing: Students must apply what they have
learned to their understanding of the legacy and
significance of the Koran War.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style). Notes to self
Where did you research content for today’s lesson? ● The Century: America's TIme - 1953-1960: Happy ● Remember to help students geographically organize
Where did you find helpful information, primary &
Daze. YouTube. American Broadcasting Company, areas being discussed.
secondary sources, and lesson plan ideas?
2013. ● Can propose critical thought questions such as "Who
● “Crisis in Korea.” PBS. Public Broadcasting Service. won the Korean War?" "How is Khrushchev different
Accessed April 9, 2021. from Stalin? The Same?" etc….
https://www.pbs.org/wgbh/americanexperience/feat
ures/truman-crisis-korea/.
● Everhart, Jeff. "." PowerPoint. Davidson County,
NC
● Segal, Rachel. “The Korean War.” The Perspective,
October 6, 2017.
https://www.theperspective.com/subjective-timelin
e/the-korean-war/.

Honors American History II The Age of JFK / The Cold War Zoey Hanson Mon: 04/19
Lesson Essential Question (LEQ) or Students will be able to analyze the Cold War policies of John F Kennedy and their effects on American foreign policy,
Learning Objective (LLO) economics, and culture.
NC Essential Standard(s) ● AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had
on international affairs

Pre-Lesson Ask students to verbally share what they know ● Student self assessment: what they do / no 5 Minutes
How do you prepare students for content & skills about JFK either from the media or from not know
acquisition, or use students’ prior knowledge? How previous history classes, etc. What do students ● Cause and effect
do you open this new lesson? think will be some of JFKs policies especially in ● LLO: Compare JFK to Eisenthower/Truman
relation to the Cold War.
Ask them to do the same with LBJ.
Acquisition Using Mr Lodle's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
[Explain lesson goals by emphasizing LEQ/LLO] - Rise of JFK and his policies them the content needed to achieve the
- Bay of Pigs learning objective and NCES.
- Berlin Crisis
- Cuban Missile Crisis
- Kennedy policy changes
- Kennedy Assassination
- LBJ
- Brown v Board

Extending & Refining I (group) Ask students to put themselves in JFK's shoes. ● Problem identifying and solving skills 20 Minutes
How will students practice new content and skills Have them discuss with a partner what they ● LLO: Understanding impacts of JFK
by working with classmates? How does this activity would do and why. They should consider past
promote historical thinking skills and using events such as the Bay of Pigs, Korean War,
other conflicts, etc.
Ask students to share their thoughts.
Show students this video of JFK speaking on the
crisis. What are students' initial reactions? What
do they think JFK is thinking in this moment?
Adjustments If students progress too quickly… ● Extra opportunity to stay caught up and
What adjustments will you make if students Provide students additional time to complete maintain success in the classroom
Cuban Missile Crisis DBQ and any other assignments-wise
further)?
missing/upcoming assignments.
If students struggle with material… ● Compare/Contrast JFK policy- LLO

Ask students to consider the Bay of Pigs. Ask ● Involvement in Cuba- NCES
them to verbally share with a neighbor why they
think we supported the Bay of Pigs invasion?
How was it reflective of other Cold War policies
(especially those of JFK)? How was it different
from other Cold War policies? Why do they
think it ultimately failed?
Bring the questions to the large group
Virtual Students: Virtual students should

participate up to this point in the lesson. They
are then free to complete the remainder on
their own time.
Extending & Refining II (individual) Students should individually read these ● Varying perspectives 30 Minutes
How do students (and teacher) know if they are documents on the Cuban Missile Crisis and ● Critical thought questions
mastering the content and/or skills for this lesson? answer these questions. ● Literacy skills
[Formal, informal assessments to measure learning] ● Analysis of primary documents
● NCES: American involvement in regards to
Cuba
Closure On AnswerGarden ask students to come up ● Reflection of entire lesson 5 Minutes
How do students put it all together for today’s with one word to define JFK's Cold War policy. ● Summarize JFK's policy: LLO
lesson? The closure activity helps tie this lesson to

the overall unit. Re-emphasize LEQ/LLO, Ask if any students want to share why they put a
certain word.
Assessments ● Opening: Measures students ability to reflect on There is no summative assessment in this lesson.
previous lessons and historical events, consider
cause and effect, and their ability to compare and
contrast.
● Extending and Refining I: Students should be able
to recall events from current and previous
acquisitions and consider the problems associated
with those events. Students should then begin to
show an ability to problem solve for the various
historical phenomena involved in the Cold War.
This should also show students' ability to consider
the pros and cons of certain JFK Cold War
policies.
● Extending and Refining II: Students should
demonstrate their ability to read and analyze
primary sources of varying perspectives, and apply
their conclusions to critical thought questions.
● Closing: Students should be able to summarize
everything they have learned in the lesson to one
word. This requires the consideration of many
people, events, and historical concepts.
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary & ● “Cuban Missile Crisis.” Stanford History Education AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas? Group. Stanford University. Accessed April 16, ● Frequently make references to previous lessons,
2021. especially the last one regarding the Cuban revolution
https://sheg.stanford.edu/history-lessons/cuban-mis and Castro.
sile-crisis.
● Lodle, Jason. Cold War 1950s-Cuban Missile
Crisis"." PowerPoint. Davidson County, NC.

American History II Cold War Culture / The Cold War Zoey Hanson Tues: 04/20
Lesson Essential Question (LEQ) or Why was the Space Race so influential to American politics, economics, and culture?
NC Essential Standard(s) ● AH2.H.7: Understand the impact of war on American politics, economics, society and culture.

Pre-Lesson Ask students to verbally define the "Space Race"- ● Students directly share what they know 5 Minutes
How do you prepare students for content & skills ask students to share what they know about the ● Relation to 21st century
acquisition, or use students’ prior knowledge? How Space Race (can ask who was first man/country
do you open this new lesson? in space? the moon? What is NASA? etc)- can
also relate the information today (mars rover,
NASA, etc)
[Explain lesson goals by emphasizing LEQ/LLO] - U2 Incident them the content needed to achieve the
- Sputnik learning objective and NCES.
- NASA
- Arms Race
- ICBMs
- Duck and Cover
- Bomb Shelters
- Cuban Revolution

Extending & Refining I (group) Students should work in pairs on this Space Race ● NASA budget chart: economic changes: 20 Minutes
How will students practice new content and skills mini-DBQ. Give students time to discuss the LLO and NCES
by working with classmates? How does this activity documents presented. ● LBJ on Sputnik: Political changes: LLO and
promote historical thinking skills and using NCES
primary/secondary sources? Look over the sources as a class. Ask students
what they got out of the source, what it means, ● Primary account of TV coverage of space:
what it tells them about the space race, etc. cultural changes: LLO and NCES
● Primary source analysis
Finally, ask students to lead a discussion based on
the final question provided- allow students to
share their opinion, why they feel that way, and
to support it with historical evidence.
Adjustments If students progress too quickly… ● Allows students to stay on track
What adjustments will you make if students Allow students additional time to complete their ● Introduces new content and concepts while
PPTs and any missing or upcoming assignments. reviewing old ones.
further)?

Ask students to compare and contrast the ● Cause and effect
modern space industry to the space race. What ● compare and contrast
are the similarities and differences? Why do you ● Relation to 21st century
think the two are so different? What is the ● Critical thought questions
significance of the space industry now? What ● Historical significance: LEQ and NCES
was the significance in the 1940s/50s?
Extending & Refining II (individual) Show students the second half of the video The ● Contextualizes what students have already 25 Minutes
How do students (and teacher) know if they are Century: Americas Time: 1953-1960: Happy learned
mastering the content and/or skills for this lesson? Daze. They should answer the video questions ● Introduces students to upcoming content
[Formal, informal assessments to measure learning] as they watch. ● Additional interesting content- Encourage
student curiosity
Closure Ask students to verbally share with a partner ● Cause and effect 10 Minutes
How do students put it all together for today’s what they think the biggest effect of the Space ● multiple perspectives
lesson? The closure activity helps tie this lesson to Race was and why. Bring the question to the ● consideration of a variety of effects: NCES
the overall unit. Re-emphasize LEQ/LLO, large group to hear students' opinions. and LEQ
Assessments ● Opening: Allow students to directly share what they There is no summative assessment in this lesson
do and do not know/understand. This will allow the
instructor to alter the acquisition based on students'
previous knowledge

● Extending and Refining I: This acts as a way for
students to exercise their abilities to read and
analyze primary sources as well as their ability to
develop and defend an opinion/argument.
● Closing: Asks students to consider everything
discussed from the lesson and the impact it had on
society. Will measure that students have understood
the LEQ/NCES. Again, measures students' ability to
develop and defend an opinion.
assignment
Where did you research content for today’s lesson? ● The Century: America's TIme - 1953-1960: Happy ● Try to push students to think deeper in their opinions
Daze. America's Time . YouTube. American than "Yes" "No" or "Because"- ask them what
Broadcasting Company, 2013. historical evidence or evidence from the documents
● Everhart, Jeff. "." PowerPoint. Davidson County, they are looking at makes them feel that certain way.
NC.

Honors American History II Important Figures / Civil Rights Zoey Hanson Tues: 04/20
Lesson Essential Question (LEQ) or Students will be able to analyze important figures in the Civil Rights Movement and their role in shaping the
Learning Objective (LLO) movement and its goals.
NC Essential Standard(s) ● AH2.H.8: Analyze the relationship between progress, crisis and the “American Dream” within the United States.


Pre-Lesson Students will be shown the infamous photo from ● Visual Literacy 5 Minutes
How do you prepare students for content & skills the integration of Little Rock Central High ● Cause and Effect
acquisition, or use students’ prior knowledge? How School in Arkansas as Elizabeth Eckford enters ● Initial response to Civil Rights
do you open this new lesson? the school.Verbally, with a partner, each student
should share their observations of the photo and
what they think is the significance of the photo.
[Explain lesson goals by emphasizing LEQ/LLO] - Plessy v Ferguson them the content needed to achieve the
- Jackie Robinson learning objective and NCES.
- Brown v Board
- Thurgood Marshall
- Emmett Till
- Rose Parks
- MLK
- Little Rock 9
- James Meredith
- Medgar Evers

Extending & Refining I (group) In groups, students should read sections of ● Literacy skills 30 Minutes
How will students practice new content and skills Reverend Dr Martin Luther King's iconic "Letter ● What are MLKs Goals: LLO and NCES
by working with classmates? How does this activity From a Birmingham Jail" on the board and read it ● Perspective
promote historical thinking skills and using outloud to students.(Divided into however many
groups there are) Ask students to summarize
their section and discuss the following questions:
"What concerns does King express?"
"How do you think these reflect the goals and
tactics of the Civil Rights Movement?"
"What kind of emotions do you think Dr King is
trying to evoke?"
Adjustments If students progress too quickly… ● Primary source analysis
What adjustments will you make if students as a class, we will have a discussion of the goals ● Discussion of Goals: LLO and NCES
of the Civil Rights movement based on ● Introduction to other groups/people not
further)? discussed
documents from
https://www.crmvet.org/docs/orgsdocs.htm, a
website in which students can pick a Civil Rights
Organization and documents that are associated
with them, organized by year. As a class, we can
talk through parts of a few documents. Students
should feel free to ask questions and should start
to form their own conclusions about the
documents.
● Chronological organization
If students struggle with material… ● Organizing important figures: LLO
Ask students to work in pairs to create a
comprehensive timeline of the Civil Rights
movements that involves major turning points,
important figures, and places that were essential
to the movement.

their own time.

Extending & Refining II (individual) Show students the New York Times clip ● Cause and effect 15 Minutes
How do students (and teacher) know if they are "Remembering Emmett Till ."
mastering the content and/or skills for this lesson?
Students should verbally answer the following:
[Formal, informal assessments to measure learning]
"What did Emmett's murder mean to the Civil
Rights Movement?"
"What kind of legacy has the Emmett Till murder
left today?"
Closure Ask students to write a short response (at least ● Create and support arguments 10 Minutes
How do students put it all together for today’s 5 sentences) detailing their initial reaction to the ● Writing skills
lesson? The closure activity helps tie this lesson to Civil Rights movement by answering the ● Identify and argue for a figure: LLO
the overall unit. Re-emphasize LEQ/LLO, question: Which of these figures do you think is ● Should support argument by describing
most influential to the Civil Rights movement? goals of figure: LLO and NCES
Why?
Assessments ● Opening: Measure of students visual literacy skills There is no summative assessment in this lesson
and ability to consider the significance (cause and
effect) of the events shown.
● Extending and Refining I: Measures students' ability
to read a source and identify important elements
that inform students about the movement.
● Extending and Refining II: Students should show
the importance of certain events and people and
their role in driving the movement.
● Closing: Students should show an increased ability
to support an argument and should be able to
recall information about the various movement
leaders/figures.
assignment
Where did you find helpful information, primary & ● “Civil Rights Movement Archive Documents Listed AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas? by Organization.” Civil Rights Movement Archive: ● In the closing activity I expect most to say MLK- try to
Documents grouped by organization. Civil Rights play devil's advocate ie "Would there be a movement
Movement Archive. Accessed April 17, 2021. without Emmitt Till? Rosa Parks? etc"
https://www.crmvet.org/docs/orgsdocs.htm.

● King, Martin Luther. Letter from a Birmingham Jail
[King, Jr.]. University of Pennsylvania, April 16,
1963.
https://www.africa.upenn.edu/Articles_Gen/Letter_
Birmingham.html.
● Lodle, Jason. "Civil Rights Movement." PowerPoint.
Davidson County, NC.
● “Photos: Remembering the Little Rock Nine.” U.S.
News & World Report. U.S. News & World
Report, September 25, 2017.
https://www.usnews.com/news/best-states/photos/
2017/09/25/photos-remembering-the-little-rock-nin
e.
● Shastri,Veda, Audra D.S. Burch, Tim Chaffee, and
Nicole Fineman. “Remembering Emmett Till.” The
New York Times. The New York Times, February
21, 2019.
https://www.nytimes.com/video/us/1000000061587
63/emmett-till-memorial-mississippi-vr-video.html.

Course Unit Name Instructor Date(s)
American History II The Cold War Zoey Hanson Wed: 04/21
Remote Assignments Students should use the remote day to complete This ensures students can continue to work 90 Minutes
any late or incomplete assignments. If they are toward achieving the standards of the unit
caught up, students should work on upcoming while developing their skills and working on
assignments. All students should complete the their content knowledge. This also ensures
WWII end-of-unit test if they have not already. students can be successful in the classroom by
pushing them to complete any and all missing
assignments.

Course Unit Name Instructor Date(s)
Honors American History II Civil Rights Zoey Hanson Wed: 04/21
Remote Assignments Students should use the remote day to complete This ensures students can continue to work 90 Minutes
any upcoming assignments such as their toward achieving the standards of the unit
textbook reading. They should also complete any while developing their skills and working on
missing or late work. their content knowledge. This also ensures
students can be successful in the classroom by
pushing them to complete any and all missing
assignments.

American History II The Red Scare / The Cold War Zoey Hanson Thurs: 04/22
Lesson Essential Question (LEQ) or Was the second red scare justified?
NC Essential Standard(s) ● AH2.H.7.1: Explain the impact of wars on American politics since Reconstruction

Pre-Lesson Ask students to define the terms, Red Scare and ● Vocab defined before moving into lesson 10 Minutes
How do you prepare students for content & skills espionage. Ask students if they know what ● What does "un-american" look like: helps
acquisition, or use students’ prior knowledge? How McCarthyism is or what it represents. students understand the big idea of the
do you open this new lesson? lesson.
Ask students what role war plays in how
Americans react to one another ● Intro to NCES
● Intro to LEQ
Finally, ask students what it means to be
"un-american". What does that person believe,
what do they look like etc.
[Explain lesson goals by emphasizing LEQ/LLO] - The Red Scare them the content needed to achieve the
- Federal Employee Loyalty Program learning objective and NCES.
- HUAC
- Hollywood Ten
- McCarthy
- Rosenbergs and Hiss

Extending & Refining I (group) As a class, go through the documents in this ● Effect of the Cold War on the homefront 20 Minutes
How will students practice new content and skills assignment on analyzing primary sources to ● Multiple perspectives: skill standard- helps
by working with classmates? How does this activity develop an opinion on McCarthyism. Ask develop students response to LEQ
promote historical thinking skills and using students to discuss each document with a ● Analysis of primary sources of varying
partner before bringing it to the large group. Ask mediums
students what stands out to them about each ● Literacy skill development
document and what it tells them about the Red ● Visual literacy development
Scare. ● Addresses NCES
Adjustments If students progress too quickly… ● Extra info on the Hollywood Ten
What adjustments will you make if students Show students this video on the Hollywood Ten ● Compare Contrast
that gives students more detailed information on ● Cause and Effect
further)? ● LEQ
the event. Ask students what stood out to them?
What is their opinion on the event? Could ● NCES
something similar happen today?

Remove extending and refining II activity. Instead, ● Student simulation allows students to
give each student a notecard that details a experience what many felt- LEQ
simulated life (name, age, profession, sentence
describing their life)- 2 students in the entire
class will also be marked as Communist.
Students must call people to the witness stand
(the front of the class) to interrogate them-
students must then vote on who are the two
communists. This will lead to discussion about
how people felt during the simulation and how
that might translate to life during the Cold War.
Extending & Refining II (individual) After discussing the Rosenbergs and Hiss, ask ● Varying perspectives 20 Minutes
How do students (and teacher) know if they are students their opinions on the issue. What do ● Develop and defend an opinion
mastering the content and/or skills for this lesson? they think of McCarthyism in general. What do ● Answer LEQ directly
[Formal, informal assessments to measure learning] they believe. Ask students to write a short (3-5
sentence) response on Canvas to the question:
"Do you believe the Second Red Scare was
justified? Was justice served and America
protected or was it all just crazy paranoia?

Closure Ask students to use answer garden to share one ● Summarizes lesson 10 Minutes
How do students put it all together for today’s word to define life in America during the cold ● Politics in America during Cold War: NCES
lesson? The closure activity helps tie this lesson to war.
Assessments ● Opening: Students should be able to recall certain There is no summative assessment in this lesson.
vocabulary words from previous lessons and apply
them to the current lesson
● Extending and Refining I: Primary source analysis
● Extending and Refining II: Students must create
and defend an opinion on the second red scare
using evidence from the lesson.
● Closing: Requires students to reflect on the entire
lesson and summarize it in one word.
assignment
Where did you research content for today’s lesson? ● Everhart, Jeff. "." PowerPoint. Davidson County, ● Can compare red scare to imposter game
NC ● Hollywood Ten video- Director blacklisted after its
● The Hollywood Ten (1950) . Youtube. Matt release
Hormann, 2011.
https://www.youtube.com/watch?v=taancRcLQ8o. .

Honors American History II Fighting Back / Civil Rights Zoey Hanson Thurs: 04/22
Lesson Essential Question (LEQ) or Students will analyze the cause and effects of the events of the Civil Rights Movement


Pre-Lesson Ask students to verbally define the "American ● Intro to NCES 5 Minutes
How do you prepare students for content & skills Dream." What had the American Dream looked ● Name events: LLO
acquisition, or use students’ prior knowledge? How like before Civil Rights. How will Civil Rights
do you open this new lesson? change the meaning?
Ask students if they can name any big events that
changed Civil Rights.
[Explain lesson goals by emphasizing LEQ/LLO] - 16th Street Baptist them the content needed to achieve the
- SNCC and Sit ins learning objective and NCES.
- Freedom Rides
- Freedom Summer
- Civil Rights Act of 1964
- Selma to Montgomery
- Voting Rights Act of 1965
- Segregation

Extending & Refining I (group) Show students footage from the Birmingham ● Visual Literacy 30 Minutes
How will students practice new content and skills Campaign and the two photos of students ● How events changed the movement: LLO
by working with classmates? How does this activity protesting and being detained in Birmingham and NCES
promote historical thinking skills and using included below. Students should then be shown
some photos from the march in Selma, and a few
photos from Freedom Summer in Mississippi. (all
photos in this google slide )
With the people around them, students should
discuss what they see in these images. They
should be instructed to consider who is in the
photos and what kind of message the photos are
meant to send.
We will then have class discussion of what these
photos mean, how they show mostly young
people and religious individuals. We will then
discuss what role young people and
churches/pastors played in the Civil Rights
Movement and these specific demonstrations.
Adjustments If students progress too quickly… ● Court cases that affected Civil Rights: LLO
What adjustments will you make if students they can pick a court case other than Brown v ● How did this change the meaning of Civil
Board from this website Rights: NCES
further)?
They should read the description of the case. If
they want to know more about it they are
welcome to do more research. They should
write on a piece of paper what role the court
case played in leading to integration and the Civil
Rights Movement.
If students struggle with material… ● Problem identifying and solving

● Cause and effect
Ask students to consider events such as
● Perspective
Birmingham or the Freedom Rides. What kind of
characteristics did these people need? If you had
been asked, as a high school student to
participate in the Birmingham march, what
would you do (knowing cops, dogs, and firehoses
were waiting)? Ask students to consider why
these people were so willing to participate, and
similar concepts.

their own time.
Extending & Refining II (individual) Students should individually read these ● Varying Perspectives 20 Minutes
How do students (and teacher) know if they are documents and answer these questions on Civil ● Literacy Skills
mastering the content and/or skills for this lesson? Rights, specifically JFK and John Lewis on the ● Critical thought questions
[Formal, informal assessments to measure learning] movement and the Civil Rights Act. ● Civil Rights Act: LLO and NCES
Closure Ask students to think about the effects that we ● Relation to 21st century issues 5 Minutes
How do students put it all together for today’s see of Civil Rights today. Try to engage students ● Compare and contrast
lesson? The closure activity helps tie this lesson to in a discussion comparing and contrasting racial ● Cause and effect
the overall unit. Re-emphasize LEQ/LLO, relations of the Civil Rights era and today. (Black ● American Dream: NCES
Lives Matter, etc) ● LLO
How have the goals of the movement changed?
Has the American Dream changed since Civil
Rights?
Assessments ● Extending and Refining I: Measure of students visual There is no summative assessment in this lesson
literacy and ability to apply what they learned to
make their own conclusions about the movement.
● Extending and Refining II: Students ability to read
and analyze primary sources to answer critical
thinking questions is measured here.
● Closing: Students must reflect on what they have
learned and apply it to modern America
assignment
Where did you find helpful information, primary & ● Birmingham Campaign (Footage). Youtube. Omar AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas? García Pérez, 2014. ● Remind students to be respectful and sensitive toward
https://www.youtube.com/watch?v=KFcCQDkVOj one another and different groups.
M.
● “History - Brown v. Board of Education
Re-Enactment.” United States Courts. Accessed
April 17, 2021.

https://www.uscourts.gov/educational-resources/ed
ucational-activities/history-brown-v-board-educatio
n-re-enactment.
● “John F. Kennedy and Civil Rights.” Stanford
History Education Group. Accessed April 17, 2021.
https://sheg.stanford.edu/history-lessons/john-f-ken
nedy-and-civil-rights.

American History II Effects and Legacy / The Cold War Zoey Hanson Fri: 04/23
Lesson Essential Question (LEQ) or Students will be able to analyze the effects of the Cold War on America.
NC Essential Standard(s) ● AH2. H.7: Understand the impact of war on American politics, economics, society and culture.

Pre-Lesson Ask students if they know how the Cold War ● Cause and Effect 5 Minutes
How do you prepare students for content & skills ends. Does the USSR and US just magically solve ● Problem solving and identifying skills.
acquisition, or use students’ prior knowledge? How all of its problems?
do you open this nes
Ask students to discuss what they would do if
they were a leader who had watched the Cold
war go on for years and wanted to end it. How
would they do it?
[Explain lesson goals by emphasizing LEQ/LLO] - End of the Cold War them the content needed to achieve the
- Cold War legacy learning objective and NCES.
- Effects of the Cold War
Extending & Refining I (group) Ask students to work with those around them ● Compare and Contrast 20 Minutes
How will students practice new content and skills to compare and contrast America's relationship ● Relation to 21st century issues
by working with classmates? How does this activity with Russia/China/Korea/etc during the Cold ● Effects on American foreign policy: NCES
promote historical thinking skills and using War to those relationships today. Have we and LLO

repaired our relationships? Made it worse? or is
it about the same? Discuss these ideas as a class.
Ask students if they think America will ever be
engaged in another Cold War, why or why not?
Adjustments If students progress too quickly… ● Ensures students stay on track to be
What adjustments will you make if students Provide students additional time to complete any successful in the classroom
Cold War assignments before their end-of-unit
further)?
assessment.
● Summarizes entire unit
If students struggle with material… ● Must consider both cause and effect: NCES
Ask students to summarize the Cold War in one and LLO
sentence. Students should consider key
events/issues and the general air of the time
period. Come up with one, comprehensive class
definition of the Cold War..

their own time.
Extending & Refining II (individual) Show students this clip from Reagan's "Tear ● Cause and Effect 15 Minutes
How do students (and teacher) know if they are Down This Wall" speech and the video of the ● Effects on American culture: NCES and
mastering the content and/or skills for this lesson? wall being dismantled. LLO
[Formal, informal assessments to measure learning]
Ask students what the significance of the Berlin
wall was. What was the significance of it being
torn down? How do you think people reacted to
watching the wall come down on their TVs?
Closure Students should complete the Topic 15 Cold ● Summative assessment - help students 35 Minutes
How do students put it all together for today’s War quiz on Canvas prepare for summative end-of-unit
lesson? The closure activity helps tie this lesson to
They can use any notes they have taken in class assessment on WWII and Cold War
UEQ/ULO, and “big picture” understanding or homework assignments
Assessments ● Extending and Refining I: Students should apply ● Closing: This summative quiz on the Cold War
what they have learned throughout the entire measures students' content knowledge from the past
Cold War unit and apply it to modern American week and a half. This will also be practice and study
foreign relations. This should show students'
ability to apply historical phenomena to modern

day issues and will measure their overall material to assist students in preparing for the
understanding of the Cold War. upcoming unit test
assignment
Where did you research content for today’s lesson? ● Everhart, Jeff. "." PowerPoint. Davidson County, ● Allow student opportunities to ask any questions
NC. (content or otherwise)before the quiz
● Hasic, Albinko. “What Happened the Day the
Berlin Wall Fell.” Time. Time Magazine, November
7, 2019. https://time.com/5720386/berlin-wall-fall/.
● “Watch Reagan's 1987 'Tear Down This Wall'
Speech.” The New York Times. The New York
Times, November 8, 2019.
https://www.nytimes.com/video/world/europe/1000
00006815729/reagan-berlin-wall.html.

Honors American History II A Shift in the Movement / Civil Rights Zoey Hanson Fri: 04/23
Lesson Essential Question (LEQ) or Students will be able to analyze the shift from nonviolence to the Black Power Movement.


Pre-Lesson Play for students the 1971 song/poem "The ● Analysis of a musical source 10 Minutes
How do you prepare students for content & skills Revolution will Not be Televised" by Gil ● Compare and Contrast
acquisition, or use students’ prior knowledge? How Scott-Heron.
do you open this new lesson?
Discuss the following questions with students:
"What do you think "the revolution will not be
televised means"?"
"Pick another piece of the lyrics and tell me what
you think it means."
"How might this song reflect the Black Power
Movement?"
[Explain lesson goals by emphasizing LEQ/LLO] - Malcolm X them the content needed to achieve the
- Watts Riots learning objective and NCES.
- Black Panthers
- MLK Assassinated
- Civil Rights Continues

Extending & Refining I (group) Play for students the clips from Malcolm X ● Analysis of Malcolm X and his beliefs for 20 Minutes
How will students practice new content and skills speeches. This video is Malcolm X's response to the American Dream and the movement:
by working with classmates? How does this activity police brutality (if time permits and students NCES and LLO
promote historical thinking skills and using show interest, play the second audio recording, a ● Varying perspectives
short excerpt from "The Ballot or the Bullet.") ● Watts Riots: Actions of the Black Power
Encourage students to think about the messages Movement
Malcolm X gives and how he gets these ● Comparison to 21st century issues
messages across. What are their initial reactions
of MAlcolm X? of the Black Power Movement?
What kind of rhetoric does he use and what
emotions does it evoke?
Students will then be shown short footage from
the Watts Riots and the violence that ensued in
the name of Civil Rights. Ask students their
initial reactions. Do you think the Watts riots
are reflective of what Malcolm and other Black
Power leaders wanted? Why or why not?
Adjustments If students progress too quickly… ● Allows students to maintain success in the
What adjustments will you make if students Provide students additional time to complete classroom
assignments.
further)?
If students struggle with material… ● Comparison to 21st century issues

Have a detailed discussion of the goals of the ● Compare and Contrast
Black Panther movement and the belief of those
who opposed the movement. How are the black
panthers similar to the nonviolent movement?
How are they different? Why did people oppose
the Black Panthers? How is this similar to Civil
Rights movements today? Different?

their own time.

Extending & Refining II (individual) Students should read Black Panther Party ● Primary source analysis 30 Minutes
How do students (and teacher) know if they are Platform and Program from 1966 individually. ● Develop and support arguments
mastering the content and/or skills for this lesson? And respond to the following questions: ● Goals of Panthers for community- NCES
[Formal, informal assessments to measure learning] Varying perspectives
"What does this tell you about the Black Panther ●
Party?"
"In what ways do these goals differ from those of
the nonviolent movement? How are they
similar?"
Students should then read "Are These Cats
Red?". and answer the following questions
"How did the media portray the Black Panthers?"
"What steps does the article say are necessary
to ensure law and order?"
Lastly, students should respond to these

question requires application of both documents
"What do you think makes a "good" protest
movement? How do the Black Panthers fit or
not fit this description? Use examples from the
documents provided"
"Do these documents change what you thought
of the Black Panthers? Why or why not?"
Closure Ask students to give a written response of about ● Comparison to 21st century issues 10 Minutes
How do students put it all together for today’s 5 sentences in canvas to the question: Why do ● Compare and contrast
lesson? The closure activity helps tie this lesson to you think the African American community ● consider various perspectives
the overall unit. Re-emphasize LEQ/LLO, shifted support from the nonviolence movement ● NCES and LLO
to the Black Power Movement? Where do you
think the movement is today in this spectrum?
Assessments ● Both extending and refining activities encourage ● There is no summative assessment in this lesson.
students to analyze primary sources and connect
them to what students have learned regarding the
Black Power Movement. The second activity also
requires students to apply this information to
create and support their own conclusions
regarding the movement

● Closing: Requires students to compare Black
Power movement to the nonviolence movement as
well as the modern Civil Rights Movement.
assignment
Where did you find helpful information, primary & ● 50 Years on, a Look Back at the Watts Riots . AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas? Youtube. CBS News, 2015. ● Again, remind students to respect one another as well
https://www.youtube.com/watch?v=XHRu-bjbyWI. as various groups
● Gil Scott Heron - The Revolution Will Not Be ● Try best to remain neutral
Televised. Youtube. lanklan, 2009.
https://www.youtube.com/watch?v=QnJFhuOWgX
g.
● Malcolm X. “American RadioWorks - Say It Plain,
Say It Loud.” The Ballot or the Bullet. American
Radio Works. American Public Media, April 12,
1964.
http://americanradioworks.publicradio.org/features/
blackspeech/mx.html.
● Malcolm X’s Fiery Speech Addressing Police
Brutality. Youtube. Smithsonian Channel, 2016.
https://www.youtube.com/watch?v=6_uYWDyYN
Ug.

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Lesson Plan # 1 Secondary History / Social Studies

Course Lesson Topic / Unit Name Instructor Date(s)

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

If students struggle with material… ● Compare/Contrast JFK policy- LLO

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

If students struggle with material…

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 3 Secondary History / Social Studies

ASU Dept. of History· History Education Program· 2020-2021

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

If students struggle with material…

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

If students struggle with material… ● Problem identifying and solving

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

Activity Details of Activities Purpose-Rationale Time

ASU Dept. of History· History Education Program· 2020-2021

If students struggle with material… ● Comparison to 21st century issues

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

Lastly, students should respond to these

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

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