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Teacher
Date
Adam Callow
10/31/16
US Hist- 1920s
Grade ____10__________
I. Objectives
How does this lesson connect to the unit plan?
This first lesson introduces the 1920s, provides information about the ending impacts on the US from WW1, and discusses how the US attempted to resolve these
issues
cognitiveR U Ap An E C*
Recall outcomes of World War 1 and follow connections with decisions in the 1920s
Perceive the ideology of American superiority and xenophobic actions during the 1920s, and begin to question why
these ideas came about
Evaluate American peace efforts following world war 1 and ponder what options could have been better
physical
development
socioemotional
R An
UE
EC
Common Core standards (or GLCEs if not available in Common Core) addressed: From section 7.1.1
the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictionss
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
World War 1 knowledge about events, with a focus on the home front and what circumstances it
produced in the US will be helpful, which was covered in the previous topic, but not necessary
Pre-assessment (for learning):
Questions worked into notes over WW1 results to set the stage for new notes
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Questions throughout the notes about why these treaties make sense based on circumstances, or why
America would be xenophobic, etc.
Formative (as learning):
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
PowerPoint presentation as well
and verbally said notes, with
images depicting some key ideas
10-31-16
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Students will be sitting at tables, set up with a cluster in the middle and tables in a u shape surrounding
it
How will your classroom
be set up for this lesson?
Components
Motivation
(opening/
introduction/
engagement)
40
min
Development
(the largest
component or
main body of
the lesson)
5 min
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not have the chance to teach this lesson, but one thing I do not like is the emphasis on lecture. It obviously is a heavily lecture
based lesson, but I was unable to think of another way since most of the material is just facts that the textbook had. However, I know
students said they like lecture at least every now and then, so maybe one day of lecture will not be bad for them.
10-31-16
10-31-16