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.
14
Major Concept/Ideas: World War II
The Americans: Reconstruction to the Present, McDougall Littell
Ch 16 and 17
Texas Essential Knowledge and Skills (TEKS): US1 A-C, US6 A-C, US14 A, US15
B, US19 A-B, US22 A-C, US23 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:
(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
(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 19411945, and 1957.
(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:
(A) identify reasons for U.S. involvement in World War II, including the growth of
dictatorships and the attack on Pearl Harbor;
(B) analyze major issues and events of World War II such as fighting the war on
multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle
of Midway, the invasion of Normandy, and the development of and Harry
Truman's decision to use the atomic bomb;
(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;
(14) Economics. The student understands the economic effects of World War II, the
Cold War, and increased worldwide competition on contemporary society. The student is
expected to:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(A) describe the economic effects of World War II on the home front, including
rationing, female employment, and the end of the Great Depression;
(15) Government. The student understands changes in the role of government over
time. The student is expected to:
(B) explain the impact of significant international events such as World War I and
World War II on changes in the role of the federal government;
(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
(22) Science, technology, and society. The student understands the impact of science
and technology on the economic development of the United States. The student is
expected to:
(A) explain the effects of scientific discoveries and technological innovations
such as electric power, the telegraph and telephone, petroleum-based products,
medical vaccinations, and computers on the development of the United States;
(B) explain how scientific discoveries and technological innovations such as
those in agriculture, the military, and medicine resulted from specific needs; and
(C) analyze the impact of technological innovations on the nature of work, the
American labor movement, and businesses.
(23) Science, technology, and society. The student understands the influence of
scientific discoveries and technological innovations on daily life in the United States. The
student is expected to:
(A) analyze how scientific discoveries and technological innovations, including
those in transportation and communication, have changed the standard of living
in the United States; and
TAKS: US1 A-C, US6 A-B, US14 A, US22 A & C, US23 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:
(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
(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 19411945, and 1957.
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(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:
(A) identify reasons for U.S. involvement in World War II, including the growth of
dictatorships and the attack on Pearl Harbor;
(B) analyze major issues and events of World War II such as fighting the war on
multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle
of Midway, the invasion of Normandy, and the development of and Harry
Truman's decision to use the atomic bomb;
(14) Economics. The student understands the economic effects of World War II, the
Cold War, and increased worldwide competition on contemporary society. The student is
expected to:
(A) describe the economic effects of World War II on the home front, including
rationing, female employment, and the end of the Great Depression;
(22) Science, technology, and society. The student understands the impact of science
and technology on the economic development of the United States. The student is
expected to:
(A) explain the effects of scientific discoveries and technological innovations
such as electric power, the telegraph and telephone, petroleum-based products,
medical vaccinations, and computers on the development of the United States;
(C) analyze the impact of technological innovations on the nature of work, the
American labor movement, and businesses.
(23) Science, technology, and society. The student understands the influence of
scientific discoveries and technological innovations on daily life in the United States. The
student is expected to:
(A) analyze how scientific discoveries and technological innovations, including
those in transportation and communication, have changed the standard of living
in the United States; and
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Chronology
Chronology is important to the study of US History.
Change
Change may be positive or negative. Change often occurs
as a result of conflict. Change is inevitable.
Difference among people can create conflict/war. Social,
political and economic oppression often leads to conflict/war.
Industrialization may lead to changes in culture, economy
and demography.
Nationalism may lead to conflict between nations.
Peace is often the result of conflict. Peace is often the result
of compromise.
Conflict/War
Industrialization
Nationalism
Peace
Sarah A. Huett
Leadership
Government
Technology
U.S. History Lesson Plan
T.I.S.D.
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.
Government reflects societies’ values and beliefs.
Technology may lead to social, economic and political
changes.
Sequence of Activities (Instructional Strategies):
1. Review Activities: Review with students the major events and individuals
from the World War II period that will be tested on the TAKS test. Be sure to
review your TEKS to make sure you cover all major events and individuals. You
can conduct this review in several ways:
1. Orally – Orally discuss with students the events and individuals.
2. Cooperative Learning - Divide students into groups and assign each group
a couple of events and individuals. Have them brainstorm about that
event or individual and record their answers on butcher paper. Lastly,
have each group present their information to the class.
3. TAKS Review Workbook: Have students review the time period
using a TAKS Review Workbook such as Mastering the Grade 11 TAKS
Social Studies Assessment by Jarrett Publishing.
Questions to Consider in Lesson:
1) What were the most important events of World War II?
2) What significant dates occurred?
3) What contributions did the significant leaders make to American history?
Assessment of Activities:
Classroom Discussion
Classroom Observation
Activity
Prerequisite Skills:
1. Discussion Skills
Sarah A. Huett
Key Vocabulary:
U.S. History Lesson Plan
T.I.S.D.
See appropriate TEKS
Materials/Resources Needed:
Copies of TEKS, paper, pens, markers, copies of TAKS Review Workbooks
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on students IEP.
Differentiated Instruction: Have students choose either a leader or a battle and
create a poster that outlines the significance of the individual or the event.
Teacher Notes:
Sample Test Questions:
1. Which of the following is not a reason why the U.S. got involved in World War II?
A. Italy’s takeover of Ethiopia
B. dictator’s threats to world peace
C. Japanese attack on Pearl Harbor
D. the Fascists opposed communism
2. Which of the following statements about Holocaust is true?
A. Jews were the only victims of the Holocaust
B. Jews died only in the ghettos
C. Jews were murdered in death camps
D. There was no racial prejudice against Jews in Germany
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.