Co-Teaching Lesson Plan

General Educator: Isabelle Sparr Date: 12/6/23 Lesson Start and End Time:
Special Educator: Ellie Jessop
Academic Area/Subject: Grade Level: 9 Co-op Initials with Date:
Social Studies
Pre-Instruction Planning
Topic The Red Scare in 1950s America
PA 8.3.9.A. Compare the role groups and individuals played in the social,
Anchor/Stan political, cultural, and economic development of the U.S.
dard or
Eligible 8.3.9.C. Analyze how continuity and change have impacted the United
Content States. • Belief systems and religions • Commerce and industry •
Technology • Politics and government • Physical and human geography •
Social organizations

8.3.9.D. Interpret how conflict and cooperation among groups and

organizations have impacted the growth and development of the U.S. •
Ethnicity and race • Working conditions • Immigration • Military conflict •
Economic stability

Lesson Students will be able to:

Objectives - explain what caused the hysteria of the Red Scare.
- Define the Red Scare
- Identify the impacts of the Red Scare on those accused of
communist sympathy.
- Evaluate the effects of the Red Scare on the entirety of American
Society.

Materials Teachers:
PowerPoint slides
Smart Board
Communist Name Cards

Students:
Worksheet
Pencils
Planning for Differentiation:
Learners • Students will be able to follow along with lecture information
through visible bullet points on the board
(Specify teachers’
• Students will both be able to write their question answers on their
responsibilities for
worksheet but also verbally explain their answers. Some students
student needs) better express their ideas out loud.
 •Students will be put in small groups to learn instead of the full
classroom setting to maximize participation and learning.
• Students will be given the option to fill out worksheet questions after
the slides for more time, or during the slide presentation while the
information is being given.
• Students are able to see the effects of fear and paranoia in play
through the activity where students will interact with and accuse one
another. The students are being taught through hands on interaction
of the material through this activity and the written/discussion
questions, not just lecture style, verbal information.
Modifications/Accommodations:

Orthopedic Impairment-
• The student will stay with the group that remains in the classroom.
• During the activity, students will start in pairs, so that all students
will be able to interact. This will allow no student to be left behind
or ignored due to the moving nature of the game. This will also
allow for a group to be formed around the student with orthopedic
impairment.
• A Paraprofessional will be present throughout the class to help
students with additional needs (writing on worksheet, bathroom
help, etc.)

Intellectual Disability (ID)-

• The student will receive shorted more direct questions on a
worksheet.
• The worksheet will have additional help from the teacher.
• The student will receive a less complex character for the activity,
and repeated directions

Autism-
• The student will receive a typed schedule for the entirety of the class
period.
• The student will receive their character with the schedule at the
beginning of class to give them additional time to prepare.
• The student will be given a quiet undistracted place within the
classroom to work on the questions, unless they do not want it.

Co-Teaching 1 Teach, 1 Assist Station Teaching Parallel Teaching Alternative Teaching Team Teaching

Structure
Lesson Presentation General Educator Role Special Educator Role
Introduction
 The teacher will introduce the topic by
discussing what we have talked about in
previous class periods. Since we have
recently discussed the end of World War
II and some postwar policy, we will move
onto the tensions that produced the Cold
War, particularly its manifestation in the
Red Scare.
The teachers will then break the class into
two groups. One group will stay in the
original classroom with one teacher and
the second group will go with the other
into the Curriculum Center.
Both teachers will follow the
same introduction, sequence of
events, and conclusion. The
only difference being that this
teacher will have their group in
the Curriculum Center. They
will also be responsible for
giving the student with Autism
and the student with ID their
accommodations.

The General Educator will lead the group

in the classroom while the Special
Educator will lead the group in the
Curriculum Center. This is not a pull-out
situation however, as students will not be
split due to ability.

Sequence of Both teachers will be teaching the same See above.

activities information in their particular group. The
including teachers will pass out a handout to
assessments complete throughout the discussion, with
questions corresponding to certain slides.

The teacher will present the following:

- Context
o Describe where the Red
Scare fits in the timeline of
recent topics.
o Ask the students what they
know about the relationship
between the US and Russia
during World War II versus
their relationship during the
Cold War
o Before moving on, give
students a minute or so to
fill out question 1 and share
answers.
- America loves Democracy
o Explain the spread of
Communism, both from
non-Soviet sources and the
 situation in the Eastern
Bloc. Overall, Russia was
not keeping its promises to
the Allies and through
sketchy means wanted to
spread Communism.
o Have students fill out
question 2 and share
answers.
- The Red Scare
o This section describes the
definition of the Red Scare
and how it manifested
among the average
populace in the US.
o Have students fill out
question 3 and share
answers.
- McCarthyism
o This section discusses
Joseph McCarthy, his
accusations, and how his
actions both fueled the
flames of the Red Scare
and led to its fall.
o Have students fill out
question 4 and share
answers.
- How did it effect Civilians?
o This section describes how
the Red Scare affected the
lives of those accused,
including the elites such as
the Hollywood 10. Many
areas of society fell under
the Scare ranging from
entertainment to the
government. Discuss how
the government may have
taken advantage of this.
o Have students fill out both
questions 5 and 6 and share
their answers

Once the discussion is complete the

teacher will explain the rules of the
activity and hand out character cards. The
students will then have a minute to
 formulate their characters and strategize.
The students will then pair up with
someone around them to start the round,
from which they will either accept each
other or move on. The activity will last
from 5-7 minutes or until the civilians
believe they have created a group without
a communist infiltration.

Lesson
After finding out the results we will See above.
Wrap-up
debrief the activity, discussing how
students accused each other and
rationalized their decisions. We will also
discuss the chaos paranoia creates and
how innocent people may fall victim to
groupthink.

Self-
Evaluation