Formal Lesson Plan

Breanna Hill

Stage 1: Identify Desired Results

Title: Ch. 20 Sec. 3 Notes– Jigsaw Lesson

Number of Class Periods: 2
Essential Question for the Unit:
 Are the conditions of the world more or less important than the well-being of the people in
the United States?
State of Michigan Content Standards (GLCEs/HSCEs):
8.2.3 Comparing Domestic Policies – Focusing on causes, programs, and impacts, compare and contrast:
Roosevelt’s New Deal initiatives and Johnson’s Great Society programs
8.2.4 Domestic Conflicts and Tensions – Using core democratic values, analyze and evaluate the competing
perspectives and controversies among Americans generated by U.S. Supreme Court decisions (e.g., Roe v Wade,
Gideon, Miranda, Tinker, Hazelwood)

Learning Objectives: Students will be able to explain the actions that President Lyndon B.
Johnson and the Warren Court took, to address the ills of American society and create a better
living situation for the people of the United States.

Stage 2: Determine Acceptable Evidence (Assessment)

Diagnostic/Formative Assessments: Immediately following the jigsaw notes, the students will
complete a review assignment in which they will look at the speech that LBJ made at U of M,
and annotate the speech, noting the areas where he mentioned the problems of society and
explaining what he did in the Great Society, to address those problems.

They will also use this information in another formative review assignment, in which students will
make a resume for President Kennedy and one for President Johnson, and compare the
domestic and foreign achievements of each President. This assignment will show me the level
of understanding that students have of each President’s diplomatic and political actions towards
the Cold War and the people of the United States.

Summative Unit Assessments: Material from this section will be included on the Unit Test.

Stage 3: Plan Learning Experiences (Procedure)

Schedule:
 Opening/Activator: I will begin the activity by doing a dramatic reading of a portion of the
speech that Lyndon B. Johnson made at the U of M commencement on May 22 nd, 1964. The
portion of the speech that I will read, directly relates to each program that the students will
study during the activity. (5 minutes)
o I will then give students an introduction to the Great Society and explain the
instructions for the Jigsaw activity, using my PowerPoint. (10 minutes)
 Activities:
o Step 1: Students will get into groups that I have created, and each group is
assigned a Great Society program that they will study, using the reading material I
have provided. They will fill in the notes organizer for the program of their study.
(20 minutes)
 o Step 2: The groups will be broken up into 2-3 separate groups, with one person
from each program as the representative for that program. They will take turns
teaching the other people in their group, about the program they studied in their
first group, giving others time to write down the material. (40 minutes)
o Step 3: When their graphic organizers are completed, they will get back into their
original groups and use what they learned, to complete a review activity. (30
minutes)

 Closing/Exit Ticket: Their exit ticket for the day will be to turn in the review activity before
they leave.

Materials:
o I have printed reading materials for each group to use, which comes from a
website about the Great Society.
 http://www.washingtonpost.com/wp-srv/special/national/great-society-at-50/
o Students will use a graphic organizer that I created to guide them through what
material they need to find.
o The review assignment will also be done on a worksheet that I created.

Modifications/Accommodations:
I have organized the groups in a way that students who need modifications, are in a group with
people who typically perform well and are good leaders.