Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
75
1920’s : Post – WWI Issues
The Americans: Reconstruction to the Present, McDougall Littell
Ch 12, sec 1, pgs 412-418
Texas Essential Knowledge and Skills (TEKS): US1 A-B, US3 D, US5 A, US24 H
(1) History. The student understands traditional historical points of reference in U.S.
history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(D) analyze major issues raised by U.S. involvement in World War I, Wilson's
Fourteen Points, and the Treaty of Versailles.
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(A) analyze causes and effects of significant issues such as immigration, the
Red Scare, Prohibition, and the changing role of women; and
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to:
(H) use appropriate mathematical skills to interpret social studies information
such as maps and graphs.
TAKS: US1 A-B, US3 D, US5 A
(1) History. The student understands traditional historical points of reference in U.S.
history from 1877 to the present. The student is expected to:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(A) identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(D) analyze major issues raised by U.S. involvement in World War I, Wilson's
Fourteen Points, and the Treaty of Versailles.
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(A) analyze causes and effects of significant issues such as immigration, the
Red Scare, Prohibition, and the changing role of women; and
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Conflict
Cultural diversity can lead to conflict. Social, economic and
political oppression can lead to conflict. Conflict often leads
to change or reform.
Culture is politics, economy and society.
Culture
Sequence of Activities (Instructional Strategies):
1. Focus: Have students conduct their transactions for the Stock Market game.
Since it is only the second day of the game, this may take 20-25 minutes.
Then, have students discuss reasons that fear of foreign-born people might have
emerged in the U.S. after World War I? Do these same fears exist in their
lifetime after events such as 9/11 and Operation Iraqi Freedom? Why do they
think these fears exist?
2. Lecture/Class Discussion: Discuss with students the emergence of nativism and
isolationism in the U.S. post-WWI. Discuss how these ideologies lead to events
such as: the Red Scare, the Palmer Raids, the Sacco and Vanzetti case, the rise
of the K.K.K. and the quota system. Can students think of any events in their
lifetime that are similar to these?
Questions to Consider in Lesson:
1) How had the KKK changed since its emergence in Reconstruction?
2) Do you think Americans were justified in their fears following WW1?
Sarah A. Huett
U.S. History Lesson Plan
Assessment of Activities:
T.I.S.D.
Classroom Observation
Classroom Discussion
Prerequisite Skills:
1. Discussion Skills
2. Basic Math Skills
Key Vocabulary:
nativism, isolationism, communism, anarchist, Sacco and Vanzetti, quota system
Materials/Resources Needed:
Overheads, projector, computer, LCD projector, pens, paper
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on students IEP.
Differentiated Instruction: Have students use the internet to research the Sacco and
Vanzetti case. What recent theories are there on the case? Do you believe the men
were falsely accused? Has any new evidence come to light?
Teacher Notes:
Sample Test Questions:
1. Nicola Sacco and Bartolomeo Vanzetti were charged with, and convicted of
A. treason
B. anarchy
C. receiving bribes
D. robbery and murder
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
2. To protect their own interests, employers often accused striking workers of being
A. spies
B. communists
C. bigots
D. nativists
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.