US History Lesson Plan 1

Title of lesson: Post-War America Chapter 19 Test

Your Name: Steven Schatzberg

Length of lesson: ½ Class Period

Context of Lesson:

- This is the formal assessment for the Post-War America unit (Chapter 19). Students will be
tested on their knowledge of the facts and concepts presented during the course of the
unit.

Overview:

- The students will demonstrate their knowledge of the facts and concepts, follow test-taking
procedures, and turn in all relevant materials.

Central problem/ Essential question:

- N/A

Objectives:

Students will know/be able to:

 Students will be able to demonstrate their knowledge of the unit content, facts, and
concepts

Anticipated student conceptions or challenges to understanding:

- Some students require Accommodated tests per IEP. Those tests have been completed in
advance along with accompanying answer sheets and assigned to the appropriate
population.
- Some students require a quiet test-taking environment per IEP. Those students tests have
been given to the staff in the test-taking room and will be returned by a staff member upon
completion.

Materials/Evidence/Sources:

- Chapter 19 Notes (Turned in at time of test)

- Chapter 19 Answer Sheet
- Chapter 19 Test Booklet (Standard or Accommodated)

Instructional Sequence:
 1. Students will locate their assigned seat and Test Answer Sheet. Students will then turn
in their Chapter 19 Notes in the turn in basket and return to their seats. Students will
follow all test taking procedures outlined by the teacher and displayed prominently on
the board. Students who are utilizing the Test-Taking Room will then depart to
complete their test.
2. After directions have been given, the teacher will hand out the test booklets and the
students will begin completing the assessment. Once students have completed their
assessment, they will turn their answer sheets into the basket and turn in their test
booklets. Students will remain quiet at their seats until all students have completed the
assessment.

US History Lesson Plan I

Title of lesson: Intro to Chapter 20

Your Name: Steven Schatzberg

Length of lesson: ½ class period

Context of Lesson:

- This lesson is the opening lesson to the JFK/LBJ Unit and will lay out the direction of the
course content, big ideas, and central questions. This lesson will be followed by an
exploration of the 1960 Election between John F. Kennedy and Richard Nixon.
Overview:

- Students will receive their Chapter 20 Notes. The teacher will give an overview of the Unit
content using a timeline. The teacher will also explain the Big Ideas and the Central
Questions of the Unit. The students will then address an introductory question prompt
and discuss their responses with their neighbors.

Central problem/ Essential question:

- What are the international and domestic tensions in place at the beginning of the 1960s?

Objectives:

Students will know/be able to:

 Students will be able to identify international and domestic tensions that are in
place at the beginning of the 1960s.

Anticipated student conceptions or challenges to understanding:

- Students will be asked to recall content knowledge from two previous units to address the
discussion question prompt. Students will be asked to discuss the tensions with their
neighbors in order to “crowd source” their content knowledge to more effectively address
the question. Students will be able to rely on their notes from those previou units to assist
their discussion.

Materials/Evidence/Sources:

- PowerPoint Presentation Chapter 20

- Interactive Student Notebook
- Chapter 20 Notes

Instructional Sequence:

1. The teacher will pass out the Chapter 20 notes and introduce the Chapter 20 Unit by
outlining the major content points using a timeline on the PowerPoint. The teacher will
then identify the Big Ideas and the Central Questions for the Unit.
2. After introducing the unit, Big ideas, and Central Questions, the teacher will then issue
the students a discussion question prompt. Students will be required to collaborate with
one another to address the discussion question using their prior knowledge and notes.
Students will share out their responses with the class at the teacher’s discretion.

Assessment:
- The discussion will act as a formative assessment to check student understanding of the Cold
War tensions in place at the beginning of the 1960s. This knowledge is important for
understanding the context of the Kennedy and Johnson Administrations’ efforts to address
international and domestic problems during the 1960s.