Christie C. Stubbs

Salmen High School Weekly Lesson Plan

Teacher: C. Stubbs Grade: 11 Subject: American History Week: December 7, 2009

	Monday		Tuesday		Wednesday		Thursday		Friday
Weekly Overview:	Unit Description: Unit 5: The Roaring Twenties (1919-1929) This unit focuses on the cultural changes in American society and changes in U.S. foreign and domestic policy following World War I. Essential Questions: Can students use a variety of resources to conduct historical research and present the research in appropriate formats? Can students explain how U.S. foreign and domestic policy was affected by World War I? Can students explain the cultural change that occurred in the 1920s? Can students explain why civil liberties were threatened in the aftermath of World War I? Resources/Materials: Text, guided readings, united streaming, sections quizzes, notes, study guide, readings in American History Standards/Benchmarks/GLEs: H-1A-H3, H5, H-1B-H11
Objectives:	Learn how women’s roles changed in the 1920s Find out how the nation’s cities and suburbs were affected by Americans on the move from rural areas Read about America’s heroes of the 1920s, and come to see the reasons for their popularity See how the mass media helped create common cultural experiences Realize why the decade of the 1920s was called the Jazz Age, and learn how the jazz spirit affected the arts Discover how the writers of the Lost Generation responded to popular culture Find out about some of the subjects explored by the writers of the Harlem Renaissance Learn about the effects of Prohibition on society Discover the issues of religion that were at the core of the Scopes Trial Find out how racial tensions changed after World War I
Student Learning Activities:	Begin Chapter 13: Postwar Social Change Section 1: Society in the 1920s Students will do guided note taking on the transformation of the U.S. into urban areas after World War I and the reasons why. Students will discuss the flapper and the major demographic changes of the time. Students will discuss the American heroes of the 1920s.	We will complete our discussion of America’s heroes of the 1920s. Discuss section 2: Mass Media and the Jazz Age The rise of magazines and newspapers Discuss jazz music and the growth of jazz Discuss the Harlem Renaissance and the contributors Painting, literature, the Lost Generation		Complete any topics not covered on Tuesday. Guided readings – chapter 13 sections 1 and 2 Discuss 20s “slang”		Chapter 13: Section 3: Cultural Conflicts United Streaming: topics will be prohibition, bootleggers, speakeasies, Al Capone and the gangster era of organized crime.		Study guide ch13 sec3 Discuss prohibition, bootlegging, speakeasies, organized crime, Al Capone, Issues of religion, Fundamentalism. Evolution and the Scopes Trial
Homework:	No homework	No homework		Complete guided readings if not complete in class		No homework		No homework
Attachments: Assessments: Guided readings, readings in American History, section quizzes, notebooks Links: What strategies will I use to address literacy this week? American lives: Lillian Gish

Salmen High School Weekly Lesson Plan

Teacher: C. Stubbs Grade: 11 Subject: American History Week: November 30, 2009

	Monday		Tuesday		Wednesday		Thursday		Friday
Weekly Overview:	Unit Description: This unit focuses on the causes, events and effects of World War I on the world. It examines the events that led to U.S. involvement and the ultimate effect of this involvement. Essential Questions: Can students assess the credibility of a given historical document? Can students use a world map to locate and explain the emergence of imperial power? Can students explain the U.S. policy of imperialism and how it increased U.S. involvement in world affairs? Can students explain the causes of World War I? Can students identify and describe significant events and issues during World War I? Resources/Materials: Guaranteed curriculum, united streaming, “All Quite on the Western Front” – video, guided readings, maps, text, section quizzes, SIMS Standards/Benchmarks/GLEs: H-1A-H3, H4, H-1B-H10, 11.
Objectives:	Students will explain how the U.S. policy of imperialism overpowered isolationism to increase the U.S. involvement in World War I. Students will identify the causes and describe the events and issues during World War I. Students will use a World War I document to analyze and evaluate a World War I issue and use geographic tools to explain U.S. territorial acquisition.
Student Learning Activities:	We will complete the viewing of “All Quiet on the Western Front” and review the events that led to European warfare	Chapter 12 Section 2: The U.S. Declares War Today we will discuss the events that led to the declaration of war by the U.S.		Chapter 12 Section 3: Americans on the European Front We will discuss The American Expeditionary Force under General Pershing The convoy system 369^th infantry division The Bolshevik Revolution		Russia’s exit from the war The Marines at Belleau Wood and Chateau-Thierry Second Battle of the River Marne Introduction of the tank War in the air		Today we will do a map of Europe before the beginning of the war. We will discuss the ending of the war, followed next week by a map of the map of Europe after the Treat of Paris
Homework:	Finish the reading handed out during class. It is due when the bell begins for class to start tomorrow.	No homework		No homework		No homework		No homework
Attachments: Assessments: Guided readings, section quizzes, chapter test, literary sources Links: What strategies will I use to address literacy this week? Comparing primary sources: On the Race for Empire

Salmen High School Weekly Lesson Plan

Teacher: C. Stubbs Grade: 11 Subject: American History Week: November 2, 2009

	Monday		Tuesday		Wednesday		Thursday		Friday
Weekly Overview:	Unit Description: The United States on the Brink of Change This unit examines the growing involvement of government in making reforms This unit focuses on the events that led to U.S. involvement in world affairs, imperialism, and ultimately World War I Essential Questions: Can students assess the credibility of a given historical document? Can students use a world map to locate and explain the emergence of imperial power? Can students explain the U.S. policy of imperialism and how it increased U.S. involvement in world affairs? Resources/Materials: text, comprehensive curriculum, guided readings and review activities, readings in American History, Guide to the essentials, primary source readings, PowerPoint, study guide Standards/Benchmarks/GLEs: same as 11/5
Objectives: Discover challenges that faced the U.S. after the Spanish-American War Find out why the U.S. wanted to build the Panama Canal Learn about the goals of Roosevelt’s big stick diplomacy Foreign policy after Roosevelt Examine the main arguments raised by the anti-imperialists See why imperialism appealed to many Americans Find out how American imperialism was viewed from abroad
Student Learning Activities:	We will discuss the following from the Progressive Movement Progressive Legislation: social welfare programs, city government plans, direct primary, initiative, referendum, recall, laws protecting women and children	Coal Miners strike and Roosevelt Anti-trust cases Hepburn Act of 1906 Pure Food and Drug Act Meat Inspection Act Children and Women’s Bureau U.S. Forest Service The National Reclamation Act		Continue Progressive Discussion Amendments 16, 17, 18 The election of 1812 Bull-Moose Party, Taft, Woodrow Wilson Clayton Antitrust Act Federal Reserve Act Election of 1916		Guided Readings Chapter 11 We will work on these in class If not finished, these are for homework		Section quizzes Chapter 11 In class If not finished, homework
Homework:	No homework
Attachments: Assessments: Guided readings, vocabulary development activities, reviews, study guide notebook, section quizzes Links: What strategies will I use to address literacy this week? Reading on Woodrow Wilson and Progressive legislation