TPACK Lesson Plan Template

Name and Grade Level: 11th - US History

Title:
Patriotism/ Mobilization & Schenck vs. United States

Content Knowledge: 1. After a class discussion students will be

able to identify the mobilizing efforts America made to prepare
for World War One.

2. After completing an independent reading and question activity,

students will identify the major points for the Supreme Court
Case, Schenck v. United States.

Common Core/ISTE Standard:

Common Core Standards:

Common Core Standards for Reading Key Ideas #2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas
develop over the course of the text.
RH. 11-12.6- Craft and structure
RH. 11-12.9 - Integration of knowledge and ideas

ISTE Standards
1. Empowered Learner:Students articulate and set personal learning
goals, develop strategies leveraging technology to achieve them and reflect
 on the learning process itself to improve learning outcomes
1c.
Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

3: Knowledge Constructor: Students critically curate a variety of

resources using digital tools to construct knowledge, produced
creative artifacts and make meaningful learning experiences for
themselves and others.

6: Creative Communicator: Students communicate clearly and

express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to
their goals.

Pedagogy:

Students will be able to identify the paganda used to help mobilize

the United States for war. The students will use the webtool
application PearDeck to help them and gain assessments. Students will
be assessed based on a summative assessment.

Assessment: Summative

Technology for Learners Being Used

PearDeck
Chromebooks
Smart Board

Technology for Teachers Being Used

Smart Board
PearDeck

What 21st Century Skills are Students Using?

Critical Thinking & Creating: Students will be analyzing propaganda

posters from this time period. They will be using PearDeck to help
the view and then later be assessed on how they knew what was
propaganda. After that, the students will be identifying the main
reason for the major court case, Schnek vs. US.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy:
Apply: Apply thinking skill to analyze reading/ posters
Analyze: Analyze posters that are being shown on PearDeck
Evaluating: They will be evaluating the posters and explaing how
they found the different ways mobilization was being shown.

Blooms Taxonomy for Digital:

Evaluating: Evaluate the posters they see on PearDeck
Applying: Apply the information they learned in the PearDeck to
the assessment questions within the PearDeck.
Essential Vocabulary:

Schnek vs. US
Moblization
Propganda
Patriotism

Materials:

PearDeck
Reading
Chromebook
Smart Board

Introduction/Engagement:

The teacher will begin the lesson by asking the students what the
causes of World War I were and why America got involved. To help
the students make connections to their own patriotism and patriotism
during World War I the students were asked to explain how they
celebrate Independence Day.

Lesson: (developmental procedures)

1. The teacher will ask the students to recall from day one lesson
why American entered World War I.
2. After students examine World War I propaganda posters through
PearDeck, they will brainstorm ways America got ready for war.
3. After viewing several different posters from this time period,
students will be asked higher- level questions about patriotism and
how it influenced entering into a major war. These propaganda
posters will be displayed on the Smart Board so the teacher can
emphasize different picture/ phrases. The teacher will bring back
the students to discuss and share their ideas. Students will be asked
a variety of questions and how it influenced entering a major war.
4. The teacher will lead a short discussion about the people who
opposed the war and two laws to deal with people against the war that
were passed by Congress during this time period. The teacher will
elaborate on the Supreme Court case Schenk v. United so students
have a deeper level of understanding about freedom of speech.
5. The students will then be asked to refer to the essential question
of the day and use their notes to answer it.

Modification: The student who has a 504 plan will be given a graphic
organizer which will be filled in with notes being covered in the
discussion
- The student with the IEP will be seated in the front of the room.
- The teacher will have a google document including all the posters
and explains of each for the lower level students.

Enrichment:

The students will create their own PearDeck with posters and have to
explain their point of view.