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 or less
Re-Teach Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
3
TAKS TEST Concept Review: Leadership
Throughout Textbook
Texas Essential Knowledge and Skills (TEKS): US3 A, US4 B, US5 B, US6 C, US7
B, US19 A – C
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(A) explain why significant events and individuals, including the SpanishAmerican War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan,
and Theodore Roosevelt, moved the United States into the position of a world
power;
(4) History. The student understands the effects of reform and third party movements on
American society. The student is expected to:
(B) evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B.
DuBois, and Robert LaFollette on American society; and
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(B) analyze the impact of significant individuals such as Clarence Darrow,
William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.
(6) History. The student understands the impact of significant national and international
decisions and conflicts from World War II and the Cold War to the present on the United
States. The student is expected to:
(C) explain the roles played by significant military leaders during World War II,
including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George
Marshall, and George Patton;
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(19) Citizenship. The student understands the importance of effective leadership in a
democratic society. The student is expected to:
(A) describe qualities of effective leadership;
(B) evaluate the contributions of significant political and social leaders in the
United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D.
Roosevelt; and
(C) identify the contributions of Texans who have been President of the United
States.
TAKS: US3 A, US4 B, US5 B, US7 B
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(A) explain why significant events and individuals, including the SpanishAmerican War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan,
and Theodore Roosevelt, moved the United States into the position of a world
power;
(4) History. The student understands the effects of reform and third party movements on
American society. The student is expected to:
(B) evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B.
DuBois, and Robert LaFollette on American society; and
(5) History. The student understands significant individuals, events, and issues of the
1920s. The student is expected to:
(B) analyze the impact of significant individuals such as Clarence Darrow,
William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Leadership
Effective leaders are often visionaries. Effective leaders
motivate and inspire those they lead. Effective leaders often
emerge during times of conflict. Americans often look to their
president and political heads to be effective leaders.
Sequence of Activities (Instructional Strategies):
1. Review the concept of leadership and characteristics of good leaders with the
students.
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
2. Activity: Divide students into pairs/groups and assign them an important leader(s) in
U.S. history. Have students create a brief profile of their leader to share with
the class.
Choose from these leaders: Sam Adams, Ben Franklin, King George III, Thomas
Jefferson, Marquis de Lafayette, Thomas Paine, George Washington,
Henry Cabot Lodge, Alfred Thayer Mahan, Teddy Roosevelt, Woodrow
Wilson, Clarence Darrow, William Jennings Bryan, Henry Ford, Charles
Lindbergh, Franklin D. Roosevelt, Harry S. Truman, Dwight D.
Eisenhower, Susan B. Anthony, W.E.B. DuBois, Martin Luther King Jr.
Questions to Consider in Lesson:
1) What made this person a good leader?
2) What impact did they have on U.S. history?
3) What major events are the most associated with?
4) What are the 2 most important accomplishments of this person?
Assessment of Activities:
Classroom Observation
Profile/Presentation
Prerequisite Skills:
Key Vocabulary:
Sam Adams, Ben Franklin, King George III, Thomas Jefferson, Marquis de Lafayette,
Thomas Paine, George Washington, Henry Cabot Lodge, Alfred Thayer Mahan, Teddy
Roosevelt, Woodrow Wilson, Clarence Darrow, William Jennings Bryan, Henry Ford,
Charles Lindbergh, Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower,
Susan B. Anthony, W.E.B. DuBois, Martin Luther King Jr.
Materials/Resources Needed:
Textbook, other resources, notes, pen, paper, markers, butcher paper
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on students IEP.
Differentiated Instruction: Have students create a poster about their chosen leader.
Teacher Notes:
The individuals chosen for this lesson are all in TEKS that are tested on the TAKS test.
Sample Test Questions:
1. George Washington and Thomas Jefferson shared which one of the following traits?
A. writings were influenced by John Locke
B. led military unsuccessfully
C. served as governor of Virginia
D. served in the Virginia House of Burgesses
2. George Washington’s most important role during the American Revolution wasA. serving in Congress
B. being president
C. leading the army
D. writing pamphlets
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.