TEACHER:
CLASS: 5th Grade
DATE: April 18
M T W TH F
FRAME THE LESSON
Postwar America
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
8B: explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and
present
9A: describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use
of human resources to meet basic needs
Pearson’s 5th Grade
Building Our Nation
TE
(p. 656-663)
13A: compare how people in different parts of the United States earn a living, past and present
21A: Identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American
Progress, “Yankee Doodle,” and “Paul Revere’s Ride.”
23C: explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have
benefited individuals and society in the United States
24C: Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
26A: Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:







Identify the features pf 1950s culture.
Describe how television influenced culture.
Explain how the car led to the growth of suburbs.
Explain changes in the workplace.
Describe how music, movies, literature, and art emerged on the cultural scene.
Learn how the “baby boom” affected the population.
Identify new technologies that provided convenience and comfort to Americans.
Rigor & Relevance: (Real World Connection)
Got it Questions
1-10 (p. 656-663)
Vocabulary
Veteran
baby boom
G.I. Bill of Rights
credit card
suburb
Stop and Check for Understanding- High Level Questions
Boom Years (p. 656)
 What does it mean for a family to reunite?
 What caused the baby boom?
 What was one effect of the baby boom?
 If there was more demand for goods and services, what would that do to employment? How would this impact returning veterans?
The Changing Workplace (p. 657)
 What is the main idea of the first paragraph?
 How were women affected by male veterans returning home after the war?
 What detail sentence in the second paragraph supports the main idea that “There was no shortage of jobs”?
 Why did more and more people begin careers in service industries?
 What problem do you think credit cards might cause in the future?
The Growth of Suburbs (p. 658-659)
 How could many veterans afford a home and an education after they returned home the war?
 How did the G.I. Bill of Rights impact American veterans’ lives after the war?
 What does the photograph tell you about Levittown and other suburbs like it?
 About what percent of Americans probably rented homes or apartments in 1960? How do you know?
 How did builders help solve the huge shortage of housing after the war?
 Why is Levittown considered an “instant” suburb?
 Was having a car in the suburbs a luxury or a necessity? Why?
 What does sprawling mean? Give an example from the text of something that is sprawling.
 How did growing car ownership affect American life?
 What is another detail that could be added to the graphic organizer on page 659?
 How did Americans’ standards of living change after World War II?
 How do you think most Americans felt about the growing suburbs? How do you know?
 How do you think the growth of suburbs affected the auto industry?
New Technology (p. 660)
 How did new technology impact the nation’s health and well-being?
 What transportation development after the war helped travelers cross the country in just hours?
 How might the new forms of communication have impacted the economy?
 How was the Universal Automatic Computer different from computers we have today?
Television in 1950s America (p. 661)
 How did technology affect politics in the 1960s?
 Based on what you have read in the text, what can you infer about the people who watched the 1960 presidential debate on television?
 In paragraph 3, which of these two sentences is a main idea and which is a detail? “Television had a huge impact on people’s lives. Families watched TV together.”
 How is television different today than it was in the 1950s? How is it similar?
 Between which years did the number of homes with TV sets grow the fastest?
American Popular Culture (p. 662-663)
 Which two new technologies helped musicians, sports figures, and actors become national stars?
 How was rock-and-roll like country and western music? How was it like African American music?
 What modern invention influences our culture today the way television influenced popular culture in the 1950s?
 If Elvis Presley were beginning his music career today, what media technology would he employ in order to gain listeners? Would he still try to appear on television, for
example? Explain your reasoning.
 Why was Motown Records important?
 What did Bob Dylan want his listeners to do?
 What is the main idea of the second paragraph?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce Key Idea & Vocabulary (p. 656)
 Read to the class the Key Idea: “I will know how America changed after World War II. Tell students in this lesson they will be learning about this quote and
what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 656).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will how America changed after World War II.
 Boom Years (p. 656)
 The Changing Workplace (p. 657)
 The Growth of Suburbs (p. 658-659)
 New Technology (p. 660)
 Television in 1950s America (p. 661)
 American Popular Culture (p. 662-663)
Remind students that they will how America changed after World War II.
Boom Years (p. 656)
 During the war, millions of soldiers had put their lives on hold as they fought for freedom. Now they were ready to enjoy it. So were Americans who had been at
home.
The Changing Workplace (p. 657)
 During World War II, many women took factory jobs usually held by men. By the end of the war, women made up only one third of the workforce. When
veterans came home, however, they took their jobs back. Soon, most women were once again at home, working as housewives and mothers.
The Growth of Suburbs (p. 658-659)
 As millions of G.I.s, or United States soldiers, returned from the war, they wanted better lives. For many, raising their new families in homes of their own.
Thanks to the law known as the G.I. Bill of Rights, many of them could afford homes. The G.I. Bill of rights gave veterans funds for education, home loans, and
other benefits.
New Technology (p. 660)
 After the war, American scientists and engineers could concentrate on peacetime technology. The result was an explosion of inventions. Many changed people’s
lives forever.
Television in 1950s America (p. 661)
 Television broadcasts expanded during the 1950s. Three radio networks, NBC, CBS, and ABC, became television networks. They produced news shows, sports,
comedies, and dramas.
American Popular Culture (p. 662-663)
 In the 1950s, new technology let people across the country share culture. Television and portable radios helped. Musicians, sports figures, and actors became
major national stars. Some even became popular in other countries.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).
 Describe some of the effects of the “baby boom.”
 Identify and circle things in this picture that are a sign of the booming economy.
 Analyze and describe what the graph tells you about home ownership at this time.
 Based on what you have read in this lesson, describe details in the diagram to support the main idea.
 How do you think television changed family life? Identify some things this family might have done together before television.
 Construct a line using the data in the table below. What conclusions can you draw from your line graph about television use during this period?
 Draw a conclusion about why you think appearing on television was important for Elvis Presley’s career?
 Cars were important in the growth of suburbs and benefited people’s lives. Identify at least two details to support that idea.
 You are a reporter working in postwar America. Describe the most important changes in American life caused by new technology.
 Describe how and why the system of highways built by Dwight D. Eisenhower modified the environment of the United States.
FRAME THE LESSON
Making a Difference
TEACHER:
CLASS: 5th Grade
DATE: April 19
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
26A: use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Pearson’s 5th Grade
Building Our Nation
TE
(p. 664-665)
Objective/Key Understanding:



Identify a problem.
Gather information about the
problem.
Find a solution to the problem.
Closing Product/ Question/ Informal
Assessment:
Apply the Skill (p.665)
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 664)
 Talk with students about volunteer organizations in your community.
 Discuss with them how these organizations help people.
o What problem does the organization help solve?
o Why do you think the people who founded the organization did so, originally?
Practice the Skill (p. 664)
 Turn to the skill pages in the Worktext. Have students read the introductory text and sample story
that follows.
o What three steps should you take when finding a solution that can make a difference?
Vocabulary:
Apply the
Skill (p. 665)
Rigor & Relevance: (Real World
Vocabulary:
 How did Brandon Keefe make a difference?
Connection)
o What problem did Brandon identify?
 How can you make a difference?
o What solution did he develop?
Work in a small group to
5C
o How did Brandon put his plan into action?
identify a problem in your
o Jane
How
can you make a difference? Work in a small group to identify a problem in your school
or community.
of and groups such as
identifyschool
the accomplishments
ofThink
individuals
Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
or community. Think of at least one solution they you can all agree on. Identify the
leastParks,
one solution
they you
King Jr.,atRosa
Cesar Chavez,
Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
advantages and disadvantages of the solution. Then describe how this solution would make a
can all
agreeTeam
on. Identify
Regimental
Combat
who havethe
made contributions to society in the areas of civil rights, women's rights, military actions, and
difference to your fellow students or the people in your community.
politics advantages and disadvantages of
the solution. Then describe how
this solution would make a
difference to your fellow
13E students or the people in your
community.
explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the
Engage
Explore
Preview the Sill (p. 664)
 Talk with students about volunteer organizations in your community.
 Discuss with them how these organizations help people.
 What problem does the organization help solve?
 Why do you think the people who founded the organization did so, originally?
Making a Difference (p. 664)
Build background knowledge on making a difference. Use the following to differentiate instruction for students when they are discussing how to analyze documents
and biographies.
Special Needs:
 Explain to students that the word volunteer means “to offer to help with something without expecting any payment for it. Have students identify people they
know who have volunteered for something and explain how their service helped.
Extra Support:
 After students have identified a problem in your school or community, have them draw pictures and explain in words various solutions to the problem.
On-Level:
 Ask students to write individual wish lists detailing volunteer opportunities that are needed and what each entails. Tell students to share these lists with the
class, and discuss whether there is any volunteer opportunity that the class can participate in to help others.
Challenge/Gifted:
 Pair students, and have them choose a problem in your community or school and two solutions to the problem. Have students each choose one of the solutions
and debate why that solution would be the more effective way to make a difference. Discuss way they can take part in the solution.
Explain
Elaborate
Practice the Skill (p. 664)
 How did Brandon Keefe make a difference?
 What problem did Brandon identify?
 What solution did he develop?
 How did Brandon put his plan into action?
 How can you make a difference? Work in a small group to identify a problem in your school or community. Think of at least one solution they you can all
agree on. Identify the advantages and disadvantages of the solution. Then describe how this solution would make a difference to your fellow students or the
people in your community.
After students learn about making a difference, use the ELPS support note on page 656b to help the English Language Learners. Encourage students to work with
peers to help them complete the Learn and Try It! Sections.
Beginning
 Have students to share an example of a homework problem they couldn’t solve. Explain that asking this question corresponds to the “identify the problem”
step on page 664.
Intermediate
 Ask students to work with a partner and exchange stories about a non-school related problem they’ve had and how they figured out how to solve it. Explain
that doing this corresponds to the “identify the problem” step and the “develop a solution” step on page 664.
Advanced
 Have students work in groups and share personal experiences with a previous problem. Have them state what the problem was, how they thought about
solving it, and what they ultimately did to solve it. Explain that this process corresponds with the three steps described on page 664.
Advanced High
 Ask students to work in small groups and think of a previous problem they’ve observed in their school or community and explain how it got solved. They
should also consider how the solution was developed, or arrived upon.
Evaluate
Apply the Skill (p. 665) Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
 How did Brandon Keefe make a difference?
o What problem did Brandon identify?
o What solution did he develop?
o How did Brandon put his plan into action?
o How can you make a difference? Work in a small group to identify a problem in your school or community. Think of at least one solution they you
can all agree on. Identify the advantages and disadvantages of the solution. Then describe how this solution would make a difference to your fellow
students or the people in your community.
TEACHER:
CLASS: 5th Grade
DATE: April 20
M T W TH F
FRAME THE LESSON
Civil Rights
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
Pearson’s 5th Grade
Building Our Nation
TE
(p. 666-673)
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.
13C: analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States.
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
25D: create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:





Identify policy decisions that affected African Americans’ civil rights.
Explain the reasons that individuals took risks to participate in civil rights protests.
Identify the leaders of the civil rights movement.
List the events in desegregation of schools, athletics, the military, public transportation, and public places.
Explain the causes and effects of affirmative action.
Rigor & Relevance: (Real World Connection)

17D
You are a reporter in the 1960s. Write three questions you would ask a
civil rights leader.
Got it Questions
1-8 (p. 666-673)
Vocabulary
Civil rights
Sit-in
discrimination
freedom ride
describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day
integration
Stop and Check for Understanding- High Level Questions
A Long History of Segregation (p. 666-667)

What do you think will “weaken” the “hard lines of separation” that Thelma Williams remembers?

What are civil rights?

What did Plessy v. Ferguson make legal?

What does the image of the drinking fountain sign have to do with Plessy v. Ferguson?

In which geographic regions of the United States did most of the states outlaw segregation?

In what way did “separate but equal” not work?
Breaking the Color Barrier (p. 668)

What is the “color barrier”?

What is the main idea in paragraph 1?

Why might the breaking of the color barrier in sports have more impact on white Americans than, say, winning the Nobel Prize?

Which sentence in paragraph 1 shows the author’s opinion about racism?

What did President Henry Truman do to help break the color barrier?

How did individuals such as Jackie Robinson and Gwendolyn Brooks “break” the color barrier?

What is the NAACP?
Ending School Segregation (p. 669)

What changed did Linda Brown’s father and other parents believe was necessary?

How did the Supreme Court decision in Brown v. The Board of Education of Topeka change American life?

Which sentence in paragraph 2 shows the author’s opinion about Thurgood Marshall?

Summarize the case and the decision in Brown v. Board of Education of Topeka.
The Montgomery Boycott (p. 670)

What were Jim Crow laws?

What is a boycott?

What evidence is there that Rosa Parks felt that change had become necessary in Montgomery, Alabama?

What happened to Rosa Parks after she refused to move to the back of the bus?

Who was the leader of the Montgomery bus boycott?

Why do you think the Montgomery bus boycott was successful?

Thurgood Marshall became the first African American on the Supreme Court. What important civil rights case did he participate in as a lawyer?
Protests Spread (p. 670-671)

Why did President Eisenhower send soldiers to Little Rock, Arkansas in 1957?

What Supreme Court ruling was President Eisenhower upholding when he sent the U.S. army to protect the “Little Rock Nine”?

What evidence suggests that the first sit-in staged by North Carolina college students was successful?

How did the participants in the first sit-in differ from the participants in the freedom rides?

What are three tactics that were used to help the civil rights movement?

What main idea is supported by the following sentence from the text: “ ‘I thought I was going to die’, he said after the bus was burned and he was beaten.”

What do you think Reverend Fred Shuttlesworth meant when he said that “what the movement is all about” is “suffering for what you believe in”?

How do you think the students in the photograph felt as they were escorted to Central High School?
New Civil Rights Laws (p. 672)

What dream did Martin Luther King Jr. have for his four children?

How do you think technology may have influenced the civil rights movement?

What law was described as “one of the most monumental laws in the entire history of American freedom?

Put the following events in the correct sequence: Rosa Park refuses to give up her seat; Martin Luther King Jr. leads protests against segregation; Martin Luther King Jr. is assassinated; U.S.
army soldiers protect the “Little Rock Nine.”
The Movement Continues (p. 673)

Who was the first African American woman elected to Congress?

How many years passed between Martin Luther King Jr.’s “I Have a Dream” speech and the election of President Barack Obama?

What can you infer from the comments made by President Obama?

List two ways the civil rights movement made necessary changes in America.

Was the civil rights movement successful?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 666)

Read to the class the Key Idea: “I will know how African Americans struggled for civil rights.” Tell students in this lesson they will be learning about this quote and what it means
to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 666).

Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know how African Americans struggled for civil rights.

A Long History of Segregation (p. 666-667)

Breaking the Color Barrier (p. 668)

Ending School Segregation (p. 669)

The Montgomery Boycott (p. 670)

Protests Spread (p. 670-671)

New Civil Rights Laws (p. 672)

The Movement Continues (p. 673)
Remind students that they will know how African Americans struggled for civil rights.
A Long History of Segregation (p. 666-667)

The United States Constitution guarantees civil rights to free Americans of all races. Civil rights are basic freedoms and protections, such as the right to a fair trial. In the late
1800s, African Americans were being denied their civil rights. This was especially true in the South.
Breaking the Color Barrier (p. 668)

On April 15, 1947, Jack Roosevelt Robinson stepped onto the field at Dodger Stadium in Brooklyn, New York. It was a historic moment. African Americans had played in their
own Negro League since the late 1800s. No African Americans had been allowed to play in Major League Baseball. Dodgers’ manager Branch Rickey hired Jackie Robinson from
the Negro League. Robinson was a brave and outstanding player, and he now broke the “color barrier.” However, he still faced terrible racism from white players and fans.
Ending School Segregation (p. 669)

In the early 1950s, the NAACP asked for legal trials in Kansas, South Carolina, Virginia, and Delaware. All the trials claimed that separate education was not equal education.
Eventually, these court cases went to the Supreme Court. Together they were called Brown v. Board of Education of Topeka. Topeka is a community in Kansas.
The Montgomery Boycott (p. 670)

In the 1950s, Montgomery, Alabama, was one of the most segregated cities in the nation. However, the movement for change would come to Montgomery, too.
Protests Spread (p. 670-671)

Over the next ten years, the strength of the civil rights movement grew. School integration began slowly, however. Arkansas was one of the few states to start integrating schools.
In September 1957, nine African American students were ready to integrate Central High School in the city of Little Rock. But the governor of Arkansas refused to let them begin
classes. Violence erupted. Finally, President Eisenhower sent 1,000 United States Army soldiers to Little Rock. They were ordered to protect “The Little Rock Nine” at school.
New Civil Rights Laws (p. 672)

On August 28, 1963, Martin Luther King, Jr., stood on the steps of the Lincoln Memorial in Washington D.C. He called the crowd of more than 200,000 people in front of him
“the greatest demonstration of freedom I the history of our nation.”
The Movement Continues (p. 673)

Strengthened by the civil rights movement, African Americans achieved new success. Thurgood Marshall became the first African American justice on the United States Supreme
Court in 1967. In 1968, Shirley Chisolm was the first African American woman elected to Congress. Mae Jemison became the first African American female astronaut to reach
space in 1992.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).

Analyze the map. Circle the states where segregation was outlawed. Check the states that had no laws about segregation.

Examine the chart. Fill in supporting details using examples from the text.

A mother and daughter sit on the steps of the Supreme Court Building after the Brown decision. Explain how that decision was similar to Jackie Robinson joining the major
leagues.

Summarize how the Little Rock Nine contributed to our national identity.

African American leader Malcom X believed African Americans should gain their rights “by any means necessary.” Compare how his approach differed from Martin Luther King,
Jr.’s.

Choose five important events in the civil rights movement. List them below, with their dates, in the correct sequence.

You are a reporter in the 1960s. Write three questions you would ask a civil rights leader.

Identify some careers that African Americans have today that they would not have been able to accomplish before the civil rights movement.
FRAME THE LESSON
Outlines and Graphic Organizers
TEACHER:
CLASS: 5th Grade
DATE: April 21
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
24C: Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
25D: create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
Pearson’s 5th Grade
Building Our Nation
TE
(p. 674-675)
Objective/Key Understanding:
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 674)
 Before students read page 674, ask them how they like to organize their thoughts before they begin
writing.
o How do you organize your information?

 Review with them what a graphic organizer is.
o What is an outline?

o What kinds of graphic organizers have you seen so far in your worktext?
Practice the Skill (p. 674)
 Ask students the following questions:
Closing Product/ Question/ Informal
o What are the three main ideas in the outline titled “Civil Rights Leaders”?
Assessment:
o What is a detail in the outline that supports the main idea “Dr. Martin Luther King, Jr”?
 Compare the graphic organizer to the outline.
Apply the Skill (p.675)
o Where are the main ideas from the outline placed in the graphic organizer?
 Have
students read the paragraph on page 674.
Vocabulary:
5C
Rigor
& Relevance: (Real World
oVocabulary:
Which sentence in the paragraph comes from the main idea “Rosa Parks”?
Connection)
o
What
parts of
the outline
doesDwight
the following
sentence
connect
identify the accomplishments of individuals and groups such as Jane
Addams,
Susan
B. Anthony,
Eisenhower,
Martin
Luther to: “Dr. Martin Luther King
Jr.Reagan,
led many
people
through
the civilAirmen,
rights struggle
by promoting nonviolence”?
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald
Colin
Powell,
the Tuskegee
and the 442nd
Apply
the
Skill
(p.
675)
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
 Reread the section titled Protests Spread.
politics
o Make an outline to help organize and summarize and interpret the section.
o Then complete the graphic organizer and activity at the bottom of the page.
 Think of another way you can organize and display the information in the outline visually.
13E
o Create the graphic organizer on a separate sheet of paper.
o Interpret the information to help you summarize the section “Protests Spread.


Create graphic organizers.
Use organizers during the
writing process.
Interpret data presented in
diagrams.
Convert visual data into written
notes.
explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the
United States
Engage
Preview the Sill (p. 674)
 Before students read page 674, ask them how they like to organize their thoughts before they begin writing.
o How do you organize your information?
 Review with them what a graphic organizer is.
o What is an outline?
o What kinds of graphic organizers have you seen so far in your worktext?
Explore
Making a Difference (p. 664)
Build background knowledge on making a difference. Use the following to differentiate instruction for students when they are discussing how to analyze documents
and biographies.
Explain
Special Needs:
 Ask students to add the details from the outline given in the sample on page 674 to the graphic organizer. Then have them underline in the paragraph which
sentences reflect those details.
Extra Support:
 On the board, draw the “Color Barrier” graphic organizer from page 668 of Lesson 2. Then guide students to write a paragraph or two based on the completed
graphic organizer.
On-Level:
 Ask students to create a timeline graphic organizer that shows 5 of the main events in the civil rights movement they learned about in Lesson 2. Then have
them write a paragraph based on the timeline.
Challenge/Gifted:
 Ask students to research the civil rights leader John Lewis. Ask them to first outline what they read and then write a short essay based on their outline.
Practice the Skill (p. 674)
 Ask students the following questions:
o What are the three main ideas in the outline titled “Civil Rights Leaders”?
o What is a detail in the outline that supports the main idea “Dr. Martin Luther King, Jr”?
 Compare the graphic organizer to the outline.
o Where are the main ideas from the outline placed in the graphic organizer?
 Have students read the paragraph on page 674.
o Which sentence in the paragraph comes from the main idea “Rosa Parks”?
o What parts of the outline does the following sentence connect to: “Dr. Martin Luther King Jr. led many people through the civil rights struggle by
promoting nonviolence”?
After students learn about creating outlines and graphic organizers, use the ELPS support note on page 666b to help the English Language Learners. Encourage
students to work with peers to help them complete the Learn and Try It! Sections.
Elaborate
Evaluate
Beginning
 Ask students to begin writing their outlines on page 675. When you hear an error, raise your finger and gently correct them. Ask them to go back and reread
with the original mistake fixed.
Intermediate
 Ask students to form a group. Listen to each student read their outline. When you hear an error, raise your finger. Ask another student to identify the error and
kindly offer a correction. Then have the first student read again, correcting their error.
Advanced
 Have students work in pairs and take turns reading their outlines aloud. Ask partners to raise a finger when they hear an error, but have the reader try to
recognize his or her own mistake and correct it.
Advanced High
 Ask students to work in pairs and practice self-correction while reading extended passages of text from Lesson 2. For an extra challenge, have students listen
for phrasing and expression.
Apply the Skill (p. 675) Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
 Reread the section titled Protests Spread.
o Make an outline to help organize and summarize and interpret the section.
o Then complete the graphic organizer and activity at the bottom of the page.
 Think of another way you can organize and display the information in the outline visually.
o Create the graphic organizer on a separate sheet of paper.
o Interpret the information to help you summarize the section “Protests Spread.
FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: April 22
M T W TH F
From Great Society to Reagan
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
Pearson’s 5th Grade
Building Our Nation
TE
(p. 676-683)
9A: describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use
of human resources to meet basic needs
9B: Analyze the positive and negative consequences of human modification of the environment in the United States, past and present.
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:





Explain President Johnson’s belief in the power of government to support social programs.
List the major events of the women’s movement.
Explain the causes and effects of the environmental movement.
Identify the impact of the Watergate scandal, and tell how Presidents Ford and Carter tried to restore trust in the
government.
Describe how President Reagan’s policies decreased the role of government.
Got it Questions
1-10 (p. 676-683)
17D
Vocabulary
Rigor
Relevance:
WorldofConnection)
describe&the
origins and(Real
significance
national celebrations such as Memorial Day, Independence
Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day
The Great Society
Affirmative action
minority group
impeach
Stop and Check for Understanding- High Level Questions
The Great Society (p. 676-677)
 What does assassination mean?
 What do you think the slogan “Let us Continue” on the Johnson/Humphrey poster is referring to?
 What did the1964 Civil Rights Act make illegal?
 What evidence suggests that President Johnson was serious about wanting to end poverty and racial injustice?
 What was President Johnson’s idea of a great society?
 What were some of President Johnson’s other Great Society programs?
 Which programs passed by Congress were designed to help older and disadvantaged citizens?
 Do you think the Civil Rights Act made Johnson popular? How do you know?
 What event caused President Johnson to lose his popularity?
 What details do you see in the photo?
The Women’s Movement (p. 678)
 How did the women’s movement help provide women with more opportunities for education and work?
 What details do you see in the photograph? What do the details tell you?
 What does NOW stand for and what does it hope to achieve?
 What is one way that you experience the impact of women’s movement in your school today?
 What did the successes of women such as Sandra Day O’Connor and Sally Ride show?
 How many years after the publication of the Feminine Mystique did Sally Ride become the first American woman in space?
Improved Rights for Others (p. 679)
 What effect did the civil rights movement have on Hispanics and other groups of Americans?
 Who was Cesar Chavez and what was his contribution to the fight for improved rights for others?
 Find a sentence in paragraph 2 that supports the following main idea: The UFW was effective in organizing protests against the working
conditions of Hispanic grape workers.
 What caused the American Indian Movement to organize a march in Washington, D.C.?
 What change affecting disabled people was considered necessary by Congress in 1990?
 What does it mean for something to be accessible?
 What are the two opposing points of view on affirmative action?
Stop and Check for Understanding- High Level Questions
The Environmental Movement (p. 680)
 What did Rachel Carson warn about in her book Silent Spring?
 What were two positive effects that resulted from the publication of Silent Spring and the two environmental accidents that occurred in 1969?
 What sentence (or sentences) supports the main idea sentence: “There was a lot to worry about”?
 Why did the Cuyahoga River catch fire in 1969?
 Reread the quote from Rachel Carson. What is a synonym for still? What is a synonym for linger?
 Put the following events in the correct sequence: Cesar Chavez formed the UFW, the EPA was established, Betty Friedan founded NOW.
A Loss of Confidence in Government (p. 681)
 What is a landslide victory?
 What was the Watergate affair?
 What caused President Nixon to resign in 1974?
 How would you describe President Nixon’s expression in the photo? Why might he have had that expression at that moment?
After Nixon (p. 681)
 What does it mean when someone is pardoned?
 President Ford pardoned former President Nixon because he believed a legal trial would harm the nation. In what way do you think the nation
might have been harmed?
 Why do you think President Ford lost the 1976 election to Jimmy carter?
 What sentence (or sentences) supports the main idea sentence, “…the United states faced several crisis during his presidency”?
The Reagan Years (p. 682)
 What likely contributed to Jimmy Carter’s losing the 1980 election to Ronald Reagan?
 What is the main idea in paragraph two?
 Ronald Reagan said, “Government is not the solution to our problem; government s the problem.” Is this a fact or an opinion? Why? Give
examples of a fact in the second paragraph.
 President Ronald Reagan increased spending on the military. Based on this action, what can you infer about President Ronald Reagan?
 What is a recession?
 What did President Reagan do when the nation fell into a recession two years after he took office?
 How would you summarize Reagan’s policy on taxes?
 Why do you think President Reagan was reelected in 1984?
 How did President Reagan differ from President Johnson?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 676)
 Read to the class the Key Idea: “I will know that Americans made important social and political changes.” Tell students in this lesson they will be learning about
this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 676).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know that Americans made important social and political changes.
 The Great Society (p. 676-677)
 The Women’s Movement (p. 678)
 Improved Rights for Others (p. 679)
 The Environmental Movement (p. 680)
 A Loss of Confidence in Government (p. 681)
 After Nixon (p. 681)
 The Reagan Years (p. 682)
Remind students that they will know that Americans made important social and political changes.
The Great Society (p. 676-677)
 Lyndon Jonson, Kennedy’s vice president, became president on the same day Kennedy was assassinated. Along with leading a grieving nation, Johnson needed
Congress to pass key laws. One was President Kennedy’s civil rights bill. President Johnson got it passed. The 1964 Civil Rights Act said that there could be no
discrimination in jobs and no segregation in public housing.
The Women’s Movement (p. 678)
 In the 1960s, many women wanted more opportunities for education and work. In a new reform movement, women began to push for more changes.
Improved Rights for Others (p. 679)
 The civil rights movement opened doors for African Americans and women. It also inspired other groups to work to improve their lives. In California, Cesar
Chavez followed the nonviolent teachings of Martin Luther King Jr. Chavez was a Hispanic farm worker. In the 1960s, Chavez organized a group that became
the United Farm Workers (UFW).
The Environmental Movement (p. 680)
 During the 1960s, people began to worry that the environment was in serious trouble. One was scientist Rachel Carson. She wrote about her concern in a bestselling book, Silent Spring. Carson worried about chemicals, such as pesticides, that were poisoning the environment. Silent Spring sparked a national debate
about pollution.
A Loss of Confidence in Government (p. 681)
 Republican candidate Richard Nixon was elected United States president in 1968. As the 1960s came to an end, the war in Vietnam deeply divided the nation.
The nation would also become deeply divided over President Nixon.
After Nixon (p. 681)
 Vice President Gerald Ford became president upon Nixon’s resignation. Ford believed that a legal trial of the former president would harm the nation, so he
pardoned Nixon. This meant Nixon would not be tried in court for any crimes. This made many Americans angry.
The Reagan Years (p. 682)
 Republican Ronald Reagan defeated Carter in the 1980 election. Reagan’s ideas were different from Carter’s. He one said, “Government is not the solution to
our problem; government is the problem.”
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).
 Describe why First lady “Lady Bird” Johnson would pose with children in this picture to promote the Head Start program.
 Analyze the timeline and fill in the missing events with information from this page.
 Public transportation must be available to everyone. Identify other protections for disabled people.
 Analyze the quotation. Then circle words that show the effects of using poisonous chemicals.
 Former President Nixon says goodbye after his resignation. Identify why Americans might have lost confidence in government after Nixon’s resignation.
 Ronald Reagan center front) stands with Vice President George H. W. Bush (far left) at his first inaugural ceremony. Write a sentence that explains one of his
policies.
 Compare how Lyndon Johnson and Ronald Reagan viewed the role of government.
 Write about how much your work as a news person has changed in the 1970s. Describe how your fellow workers have become more diverse and whether this
has changed how or what kind of news is reported.
 Identify how groups such as the National Organization for Women, the American Indian Movement, and the United Farm Workers make political contributions
to America.