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: 72

Topic/Process: WWI at Home in America

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

Ch. 11, sec. 3, pgs 388-395

Texas Essential Knowledge and Skills (TEKS): US1 A-C, US3 D, US7 A, US12 E, US15 B, US21 A & D

(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:

(D)  analyze major issues raised by U.S. involvement in World War I, Wilson's Fourteen Points, and the Treaty of Versailles.

(7)  History. The student understands the impact of the American civil rights movement. The student is expected to:

(A)  trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;

(12)  Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:

(E)  describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.

(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

(21)  Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:

(A)  explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;

(D)  identify the political, social, and economic contributions of women to American society.

TAKS: US1 A-C, US3 D, US7 A, US21 A & D

(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:

(D)  analyze major issues raised by U.S. involvement in World War I, Wilson's Fourteen Points, and the Treaty of Versailles.

(7)  History. The student understands the impact of the American civil rights movement. The student is expected to:

(A)  trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;

(21)  Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:

(A)  explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;

(D)  identify the political, social, and economic contributions of women to American society.

|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. |

|Change |Change often occurs as a result of conflict. Change is inevitable. Change can be positive or |

| |negative. Change often occurs as a result of technology. |

Sequence of Activities (Instructional Strategies):

1. Cooperative Learning/Sharing Activity: Divide the class up into groups and assign

each group one or more of the following topics: War Time Economy, Selling the

War, Anti-Immigrant Sentiments, Alien & Sedition Acts, African Americans in the

War, Women in the War and the Flu Epidemic. Have each group use their text

and other available resources to become “experts” on their topic and make a

brief presentation to the class. Make sure that the groups have covered all

necessary information in their presentations.

2. Writing Activity: Have students read excerpts of W.E.B. Du Bois’ essay “Returning Soldiers”. What principles did Du Bois believe African Americans had fought for? Why did he think the U.S. was “shameful”? What fight does he believe the returning soldiers should now engage in? Have students write a brief reflection

essay.

Questions to Consider in Lesson:

1) How might labor disputes affect the war effort?

2) What methods did the U.S. government employ to pay for WW1?

3) How did the war change the lives of many African-Americans?

Assessment of Activities:

Classroom Observation

Group Presentations

Writing Activity

Prerequisite Skills:

1. Presentation Skills

2. Primary Source Analysis Skills

3. Writing Skills

Key Vocabulary:

War Industries Board, propaganda, George Creel, Espionage and Sedition Acts, Great Migration, Flu Epidemic

Materials/Resources Needed:

Pens, paper, textbook, other resources, copies of Du Bois’ essay

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

Differentiated Instruction: Have students create a poster promoting the war, bonds or war-time industry. Display the students’ work in your classroom.

Teacher Notes:

Sample Test Questions:

1. The Espionage and Sedition Acts affected freedom of speech because they

A. forced restaurant owners to offer “liberty sandwiches” rather than hamburgers

B. allowed the government to silence ideas that challenged its authority

C. forced to repeal of the First Amendment

D. promoted biased ideas designed to sway peoples thinking

2. Gains made by American women during World War I include

A. acceptance as full-fledged members of the U.S. Army

B. the beginnings of a movement for women suffrage

C. equal pay for equal work in war industries

D. increased support for women’s right to vote

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

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