TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes |

Lesson Plan Number: 71

Topic/Process: America Tips the Balance

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch. 11, sec. 2, pgs 381-387

Texas Essential Knowledge and Skills (TEKS): US1 A-C, US3 B-C, US8 B, US15 B

(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, 1941-1945, and 1957.

(3)  History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:

(B)  identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare;

(C)  analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I; and

(8)  Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(B)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

(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;

TAKS: US1 A-C, US3 B, US8 B

(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, 1941-1945, and 1957.

(3)  History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:

(B)  identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare;

(8)  Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(B)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|War |Cultural diversity can lead to conflict/war. Differences among people can create conflict/war. |

| |Social, economic and political oppression often leads to conflict/war. |

|Power |Power struggles are often reflected in social and political arenas. Power is often abused. |

Sequence of Activities (Instructional Strategies):

1. Cooperative Learning Activity: Have students create a poster showing how the U.S.

mobilized for World War I. Have one or two of the groups share their poster with

the class and discuss the process of mobilization.

2. Lecture/Class Discussion: Discuss with students the role that American played in

turning the tide of the war. Also discuss with students the new hazards and new

weapons of World War I.

Questions to Consider in Lesson:

1) How did WW1 change the nature of warfare?

2) How did American forces help the Allies win the war?

Assessment of Activities:

Classroom Observation

Classroom Discussion

Compare/Contrast Activity

Prerequisite Skills:

1. Note-taking skills

2. Comparison and Contrasting Skills

Key Vocabulary:

Selective Service Act, mass production, convoy system, American Expeditionary Forces, General John J. Pershing, armistice

Materials/Resources Needed:

Overhead, projector, computer, LCD projector, butcher paper, pens, paper, copies of war statistics

Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP.

Differentiated Instruction: Have students write a letter to the 1917 congress either opposing or praising the Selective Service Act and the draft. Students should share their thoughts with the class.

Teacher Notes:

Sample Test Questions:

1. What did the United States use to overcome the threat of German U-boats?

A. airplanes

B. groups of guarded ships

C. ships flying neutral flags

D. a fleet of American submarines

2. Which of the following was a result of the Selective Service Act?

A. African Americans could not become Army officers

B. Women could serve in combat positions

C. Troops were segregated by race

D. Man were required to register for military service

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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