Secondary Lesson Plan Template

Name of class:
Length of class:
U.S. History
78 minutes
LEARNING GOALS to be addressed in this lesson (What standards or
umbrella learning goals will I address?):
Standard4.2Understandhowandwhypeoplecreate,maintain,orchangesystemsofpower,
authority,andgovernance.
Standard4.4Understandtheroleofindividualsandgroupswithinasocietyaspromotersof
changeorthestatusquo.
DMPS US History Enduring Understanding:
The United States became a deeply divided nation during the 1920s. Tensions
arose between traditionalists, with their deep respect for long-held cultural and
religious values, and modernists, who embraced new ideas, styles, and social
trends.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms

Taxonomy):
SWBAT:
Describe key social and culture groups of the 1920s.
Analyze primary sources.
CONTENT (What specific
SKILLS: (What skills will students acquire
concepts, facts, or vocabulary or practice?)
words will I be teaching in this
lesson?):
Scopes Trial
Creationism
Evolution
Fundamentalism
Jazz Age
Harlem Renaissance
Langston Hughes
Flappers
Assembly Line
Charles Lindbergh
Babe Ruth
RESOURCES/MATERIALS NEEDED (What materials and resources will I

need?):
Scopes Trial Primary Sources and worksheet
Carousel Activity readings, worksheet, and prompts
Textbook
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students
understanding, activate their prior knowledge, or get
them excited about my lesson?)
Scopes Trial Video Clip

ACQUIRE & APPLY (What instructional strategies will I

choose to help my students acquire and apply the
knowledge, skills, attitudes, and behaviors outlined
above?
Group Primary Source Analysis
Carousel Activity

ASSESSMENT (How will asses student understanding?):

Check for Understanding: Carousel Activity
Worksheet

KWL, thumbs up, fistto-five, entrance

slip/ticket, questions
of the day, concept
formation, circle map,
video clip,
demonstration, quiz,
etc.
Lecture,
demonstration, guest
speaker, video,
concept formation,
discussion, debate,
simulations, skits,
project-based
learning, jigsaw
activity, cooperative
learning activity,
flexible grouping
(heterogeneous or
homogeneous),
learning centers,
independent study
Selected Response
(Test, quiz)
Products from
Performance
assessment (Skit,
role play,
dramatization,
debate, cooperative
learning, project,
student-inquiry)
Written Response
(Short-constructed
response, journal
entry, bulleted

response, essay)
Personal
Communication(Que
stions, Discussion
Interview)

LESSON PLAN SEQUENCE & PACING (How will I organize this lesson?
How much time will each part of the lesson take?)

Hook:
Century: 1920-1920 Clip on the Scopes Trial

(3 minutes)

Scopes Trial:
Divide students into groups. (No more than two per group)
Have students first read the background page.
Then students will work together with their partner to read
and analyze the 4 primary sources from the trial.

EVERYONE NEEDS TO BE WORKING, NOT JUST ONE

STUDENT!
OR WE WILL START DOING THESE THINGS
INDEPENDENTLY!
After students have finished working with their partners
they need to write one paragraph on whether they believe the
Scopes Trial was decided correctly, why or why not?

1920s Culture Carousel:

Explain to students how the carousel activity will be conducted:
I will divide them into 8 groups.
Each group will start at a different station.
At each station groups will have 5 minutes to complete
the activity.
After 5 minutes the groups will rotate to the next station,
and continue the process until they have completed every
station.

EVERY STUDENT MUST TURN IN THEIR

WORKSHEET AT THE END OF CLASS!