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Created By: Ally Reestman, David Howell, Lauren Stark, and Tess Alexander for TEL 311
Teacher(s): Lauren Stark, Allison Reestman, Tess Subject: U.S History - Defying gender
Alexander, and David Howell Stereotypes; 11th Grade
Standards: Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this
lesson
Concept 9: Postwar United States
- PO 3. Describe aspects of post World War II American society: a. postwar prosperity (e.g., growth of
suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity v. counterculture, mass-media)
c.protest movements (e.g., anti-war, womens rights, civil rights, farm workers, Csar Chavez) d.
assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift
to increased immigration from Latin America and Asia
Concept 3: Functions of Government
- PO 5. Describe the factors and processes that determine major domestic policies (e.g., Social Security,
education, health care, parks, environmental protection).
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going
to grade/grading tool? (rubric, checklist, etc.)
The short responses turned into the group at the end will tell us how many people understood our
lesson. If of the students have given thoughtful answers with supporting evidence we will know the
class can move on.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives
action verbs such as write, list, highlight, etc.)
Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
ENGAGE/ hook the students
OPENING QUESTION: Define gender stereotypes in your own words? Give a few examples of this
that you can think of.
Co-Teaching Strategy/Differentiation
Students, if needed, can listen to the powerpoint with headphones if they are
auditory learners. The instructor will add images and videos for students that are
visual learners.
Closing/Student Reflection/Real-life connections: What connections will students make to their real
lives? What essential questions will they reflect on in their closure of the lesson?
After students have completed their short responses I will have them share with a partner their
response. Our independent practice will act as a closing evaluation on what students go out of the
presentation. They will be asked to turn in their short responses to our group.