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Honors U.S. 20th Century History - 11th Grade
Honors U.S. 20th Century History - 11th Grade
At Pine Richland High School I also taught 11th grade US History. In this class we explored topics from the Cold War all the way to modern day history and current events through a variety of learning strategies such as in class discussions, student group work, take a stand activities and simulations and projects. Here are a few examples of activities we have done in this course :)
Honors 20th Century Lessons - 11th Grade
Space Race Poster Information:
Space Race Poster Information:
Learning Goal: Analyze the impact of the space race on the Cold War
Lesson Information: Inquiry Based
Students were assigned groups to answer questions based on a topic that they selected
They would answer the questions regarding their topic on the poster, add images representing the topic, and then present the findings to the class
This lesson style was applied to multiple units (Civil Rights, Reagan, 1970s)
Ways to Differentiate:
Physical or virtual poster
Group work or individual
Provide information sources ahead of time
Assign topic if student would not want to select
Present on Flipgrid instead of in-class presentation
Cold War Discussion Information:
Cold War Discussion Information:
Learning Goal: Discuss specific examples of how the Cold War still impacts the present day
Lesson Information:
Students were given prompts to research the end of the Cold War and how it still managed to impact the present day
Students were encouraged to use source links provided in class but if approved had the option to find their own sources
Students then held an in class discussion (broken up in to two days) on their findings and were scored based on the rubric above
Students not participating in the discussion had an exit ticket to complete where they rated the discussion and wrote what they agreed with/disagreed with and how they would have changed the discussion as well as summarizing key details
Ways to Differentiate:
Students could use notes sheet to better assist them with the discussion
Students had the opportunity to preview questions ahead of time
Students had the option to hold a discussion in a 1:1 settings
Students had the option (if needed due to absence or IEP) to complete an alternative worksheet
Nixon Lesson Information:
Nixon Lesson Information:
Learning Goal: Analyze how the Watergate Scandal impacted the view of the president
Lesson Information:
This lesson plan consisted of multiple days, starting with a teacher based introduction to Nixon's presidency regarding domestic and foreign policies as well as his elections campaigns
The next day it picked up with the Watergate Scandal. Students read a reading that was marked up ahead of time with questions and spots and the students would summarize the reading in comic form. They would then share with the other students near them and analyze their readings.
The third day the students did an in class partner reading of the "Smoking Gun" tapes.
On the final day the students did a "Take a Stand" Discussion day where they would read the prompts on the board and decide whether they agreed or disagreed with the statement
Ways to Differentiate:
images to go along with the "Smoking Gun" tapes as well as re-phrasing to give more context for students with lower reading levels
play the audio of the tapes as well for students to hear
students could work individually
students could complete the drawings online
students could complete the "Take a Stand" Activity on paper ahead of time
Primary Source Readings Information:
Primary Source Readings Information:
Learning Goal: - varies based on unit
Example for Crisis in Confidence: Outline the major domestic and foreign policy highlights of the Ford and Carter administrations
Lesson Information: Inquiry Based
Ways to Differentiate:
provide a vocabulary list
have images to go along with the text
have it read aloud by students in the class
provide a summarized version as well
Culture Days
Culture Days
Learning Goal: Identify cultural elements of the decades
Lesson Information: Teacher Led
There were multiple culture lessons (1960's, 1970's, 1980's) to promote engagement and interest in the lessons
To submerge in the students I dressed in outfits that would have been typical of the decade (70's and 80's).
I incorporated hands on activities throughout the lecture such as placing post it notes on the wall with a fact they know and then transitioning into inventions (70's) or engaging students with Rubik's Cubes to solve (80's)
Ways to Differentiate:
Provide physical and virtual copies of the slides
Provide physical and virtual copies of the notes
Post-It Ball & Other Review Games
Post-It Ball & Other Review Games
Learning Goal: -varies based on unit
Lesson Information: Review Game
Game Instructions:
Group students (2-4)
Read a question out loud then set the timer for 20 seconds. In that time students should write down the answer to the question
Students will read answers out loud to the teacher
If correct 1 student per group can go to the board and randomly select a post it note. On the back there would be point values 0-50.
The student could then chose to take the points on the post it or to double them by trying to make it into the trash can. If they miss they would get 0 points and if they made it the points would double.
This would continue till the final round when students could wager points for the final, more difficult question.
Ways to Differentiate:
Provide physical and virtual study guides to review questions at a later date
Allow students to work individually or assign student groups
Provide alternate form of individual study game (Quizlet)
Other review games consisted of Jeopardy, Bingo, Quizlet Live and Kahoot
Student Work and Projects - 11th Grade
Cold War Propaganda Project
Learning Goal: Evaluate the impact of propaganda on the Cold War
In this project students created a presentation in which they would analyze an aspect of the Cold War focusing on the importance of perspective from the propaganda's origin
After the creation of the visual they would then analyze the events in verbal and written form according to the rubric (see below)
Students had the option to work individually or in groups of up to 3 students and would present in class or via Flipgrid
Modified from Mr. Brian Devinney at Pine Richland
Writing:
Learning Goal: Evaluate how culture from the 1950's -1970's has changed and evolved into what we go through today.
Student Based
In this assignment students would clearly evaluate the prompt (based off the learning goal) to evaluate the extent of cultural change from the 1950's to the 1970's.
The project was segmented with daily check in's, a calendar on the board in the classroom, and an outline to show students the exact format of their essay and to prepare them to be better critical thinkers
Students that needed additional help had one on one meetings and specific outlines directed at their learning style. Class time was also used to ask questions and have work checked. This could be modified in length.
Final Exam:
The final exam consisted of questions throughout my entire duration of teaching the course. 25 were content based, a style similar to how they previously were tested, and the rest based on analysis and critical thinking skills. It was designed to consist of both (gradually moved to being more analytical) so that all students were comfortable with the style of question and that they would be able to develop critical thinking skills in the process.
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