October 28-November 1

Focus of Lesson

 (Student-Friendly Objective)

 

  • JFK & Cold War
  • Civil Rights Introduction during Truman, Eisenhower, & JFK’s presidency
  • Recap: Harry S. Truman & Dwight Eisenhower’s response to the Cold War
  • Learn: JFK’s response to the Cold War
  • Learn: Civil Right’s issues from 1945-1963

 

 

Eagle Challenge

(3-5 minutes)

      Students will work on essay #2 & Cold War timeline which are due on Tuesday while the teacher checks their essay #1 & Korean War timeline.

Learning Tasks/Activities

 

 

      Mini Lesson #1: The teacher will introduce the following topics: What was JFK’s response to the Cold War?  What connections can be made from the failure of the Bay of Pigs to the Cuban Missile Crisis?  How will each president respond to the issue of civil rights during their presidency?

Mini Lesson #2: Students will complete their notes on JFK & Domestic issues during the Cold War

Mini Lesson #3: Students will continue working on their Cold War portfolio.

Mini Lesson #4: Students will watch JFK’s presidential video & discuss why and how he was assassinated.

 

Text/Materials

United States History 1877-Present, The Presidents (video) Cold War Portfolio

Closure 

Teacher will remind the students that their Cold War timeline & essay #2 are due in the Cold War portfolio on Tuesday.  Cold War Test & Cold War portfolio are on Wednesday.

Remediation/Intervention 

Students will be asked to not only define the important terms, people, and events of the Cold War, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the Cold War.  Students who are on a lower level will be ask to complete all there terms and to make what connections to the impacts that they can.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Enrichment/Challenge for upper 25%

Students will be asked to not only define the important terms, people, and events of the Cold War, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the Cold War.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Students are encouraged to work in their groups on their Cold War portfolio.  Students will discuss in their groups JFK’s presidency and whether or not they would have taken the country in a different direction

Assessment (pre and/or post)

Formal post-test on the Cold War on Wednesday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Review Causes and Effects of the Cold War from 1945-1963

Eagle Challenge

(3-5 minutes)

Teacher will check their Cold War essay #2 & Cold War timeline while the students continue to work on their Cold War Portfolio

Learning Tasks/Activities

 

  • WWII Review

Mini Lesson #1: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Cold War Era.

Mini Lesson #2: The teacher have the students return to their normal seats then they will play a word connection game.  The teacher will have a list of terms, people, and events that affected the Cold War  Era.  The students will then connect as many things to that term, person, or event.   Extra credit will be assigned for students who make 25 word connections to each topic.

Mini Lesson #3: The teacher will go over any remaining test items needed.

Mini Lesson #4: Students will participate in Cold War review: quiz, quiz, trade.  They will work in pairs on Cold War questions.

 

Text Materials

United States History 1877-Present, The Presidents (video), Cold War Portfolio, Cold War quiz, quiz, trade cards

Closure

Teacher will remind the students that their test and portfolio are due on Wednesday,

Remediation/Intervention 

All students are expected to write an essay on Cold War including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and Cold War in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  The teacher will work one on one with the lower level students making sure they have an outline in which to write their essay.

Enrichment/Challenge for upper 25%

All students are expected to write an essay on Cold War including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and WWII in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Cold War

Assessment (pre and/or post)

Informal questioning from the teacher to see if the students are retaining the information.  Formal assessment on Wednesday.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Cold War Test
  • Cold War from 1945-1963 Test
  • Cold War 1945-1963 Portfolio due
  • Civil Rights Portfolio distributed

Eagle Challenge

(3-5 minutes)

Student will work on their important terms, people, and events in their Civil Rights Portfolio.  (Terms due Friday)

Learning Tasks/Activities

Mini Lesson #1: Students will take their Cold War Test

Mini Lesson #2: Students will turn in their Cold War Portfolio

Mini Lesson #3: Student will work on their Civil Rights terms (due Friday)

Text/Materials

United States History 1877-Present, The Presidents (video), Cold War Part A & Civil Rights Portfolio

Closure

Civil Rights terms will be due on Friday.

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Civil Rights Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Civil Rights Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Civil Rights Era.

Group Composition (If used)

n/a

Assessment (pre and/or post

Cold War Test

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

  • Civil Rights Introduction
  • Civil Rights in 1950s
  • Introduce the Civil Rights Movement
  • Civil Rights in the 1950s: Start of Civil Disobedience
  • Dwight Eisenhower’s Presidency

 

Eagle Challenge

(3-5 minutes)

Students will work on their Civil Rights terms which are due on Friday.

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: What were the major events that pushed the Civil Rights Movement forward?  What are the major differences between the North and the South during the Civil Rights Movenment?  What were the Supreme Court decisions that will change the movement?  What were the executive orders that changed the movement?

Mini Lesson #2: The students will be working in partners to discuss President Dwight Eisenhower’s accomplishments.  They will also be able to collectively work on their Civil Rights Portfolios

Mini Lesson #3: Students will watch events from the Civil Rights movement from the Eyes on the Prize series.

Mini Lesson #4: Student will have 15 minutes at the end of class to work on their Civil Rights terms (due Friday)

Mini Lesson #5: Teacher will introduce the “Marching Assignment” to the class.  Students will pick three issues that they would put themselves out there and march in the name of that important issue.

 

Text/Materials

United States History 1877-Present, The Presidents (video), Civil Rights Portfolio, Eyes on the Prize

Closure

Teacher will remind the students of their terms on the Civil Rights are due on Friday, their essay on the early part of the Civil Rights  will be due on Monday, timeline on Tuesday, and the Civil Rights Portfolio &  Civil Rights Test due on Wednesday. 

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Civil Rights era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Civil Rights Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Civil Rights Era.

Group Composition (If Used)

Peer tutoring (Dwight Eisenhower video)- students may work together to see if they would have accomplished the same as the president or if they would have taken the country into a different direction.  Students may also work together with their portfolios.

Assessment (pre and/or post

Informal questioning

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

 

  • Civil Rights in the 1960s
  • re-cap of Civil Rights in the 1950s & Dwight Eisenhower
  • Civil Rights issues in the 1960s

Eagle Challenge

(3-5 minutes)

Students will work on their Civil Rights essay (due Monday) & their Civil Rights timeline (due Tuesday).

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: Why did the North have a more violent approach to civil rights than the South’s non-violent approach?  How were boycotss and sittins so successful?

Mini Lesson #2: Students will watch a video on JFK’s presidency. 

Mini Lesson #3: The students will be working in partners to discuss President JFK’s accomplishments.  They will also be able to collectively work on their Civil Rights Portfolios.

Mini Lesson #4: Students will watch events from the Civil Rights movement from the Eyes on the Prize series.

Mini Lesson #5: Students will work on their “Marching Assignment” in the class.  Students will pick narrow their three issues to one issue that they will support.  Students will get resources involving that issue to help 

 

 

Text/Materials

United States History 1877-Present, The Presidents (video), Civil Rights Era Portfolio

Closure

Teacher will remind the students of their essay on the Civil Rights is due on Monday, their timeline on Civil Rights will be due on Tuesday, and  Civil Rights Portfolio & Civil Rights Test due on Wednesday. 

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Civil Rights Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Civil Rights in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Civil Rights Era.

Group Composition (If Used)

Students will be able to work in pairs with their portfolio.  Students may choose their partners they think they work the best, but the teacher may rearrange if it deems necessary. 

Assessment (pre and/or post)

Civil Rights Test on Wednesday

IEP Accommodation (if applicable)

Please read additional notes