Week 10 Lessons

Lesson Plan # 1 (Includes activities from EdTPA Lessons) Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)

American History II Franklin Delano Roosevelt / FDR and the New Zoey Hanson Mon: 03/22
Deal
Lesson Essential Question (LEQ) or Students will begin to analyze the contributions of President Roosevelt to American society during the 1930s.
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.5.2: Explain how judicial, legislative, and executive actions have affected the distribution of power between
levels of government since Reconstruction.
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson Ask students to verbally share what they know This allows the instructor to gauge how much 10 Minutes
How do you prepare students for content & skills about FDR and the New Deal. This can be from (A Day) students understand about FDR or his
acquisition, or use students’ prior knowledge? How a previous history class or something students policies. This can guide the acquisition by
do you open this new lesson? learned elsewhere. Do students know what the recalling and focusing on facts students knew
New Deal is or what it means? about FDR.
Show students the presidential rankings of FDR
from Wikipedia's aggregate presidential chart.
Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Election of 1932 them the content needed to achieve the
- Roosevelt's views learning objective and NCES.
- Roosevelt's problems
- The 3 Rs
- New Deal overview
- Fireside chats
- FDR's goals
- Keynesianism and FDR
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting
ASU Dept. of History· History Education Program· 2020-2021

questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) EdTPA Activity: Students should open the FDR This activity will help students understand the 20 Minutes
How will students practice new content and skills Fireside chat transcript in Canvas and the importance of the fireside chats, while also
by working with classmates? How does this activity accompanying questions. Students can read this showing students FDRs plans for the
promote historical thinking skills and using to themselves or they can listen and follow along depression. Students should begin to show an
primary/secondary sources?
while the instructor plays the recording of the understanding of FDR's impact by discussing
fireside chat. (Play recording to timestamp 22:00) concepts such as how this fireside chat might
When finished, students should discuss the appeal to Americans or how the proposed
document in small groups of 2-3. They should programs could help ease the problems of the
discuss primarily what FDRs main argument is Great Depression.
and how he plans to help the American people.
Discuss the questions as a large group.
Adjustments If students progress too quickly…. This will give these students extra time to get
What adjustments will you make if students Provide students extra time to complete their ahead in their work and allows them extra
struggle or progress too quickly (before advancing
PPTs or any missing/late assignments. opportunities to stay on track regarding
further)? assignments.
If students struggle with the material…

This should help students make better
Ask students to compare the ideas of FDR to
connections between this lesson and the
the ideas of Hoover. How are they different? Do
previous ones on Hoover. This activity
they have any similarities? How might they have
requires students to recall the goals and
different effects on public opinion?
policies of Hoover, acting as a review, and
Allow this to be a general student-led discussion apply it to what was discussed today, hopefully
about the similarities and differences in approach assisting students in these connections.
of FDR and Hoover.
Virtual Students: Virtual students should

participate in the acquisition. They can choose to
stay for the Extending and refining activities, or
they can complete these on their own time.
Extending & Refining II (individual) Show students the president's video from This will contextualize information (A Day) 20 Minutes
How do students (and teacher) know if they are History Channel on FDR provided by Mr students have learned over the course of the
mastering the content and/or skills for this lesson? Everhart in the form of a hard copy DVD. lesson, helping students better understand
[Formal, informal assessments to measure learning] Students should begin to fill in their notes who FDR was, the kind of reforms he initiated,
regarding information on FDR and his policies as and the reasoning behind them.
found in the video.

Closure Once again, show students the presidential This will allow students to reflect on what they 10 Minutes
How do students put it all together for today’s rankings of FDR from Wikipedia's aggregate have learned so far about FDR and apply it to
lesson? The closure activity helps tie this lesson to presidential chart. Ask students what their initial their own opinion. Also, the questions about
the overall unit. Re-emphasize LEQ/LLO, reaction to FDR is. Do they have a specific opposition gets students to consider the
UEQ/ULO, and “big picture” understanding
opinion on him? Do they think he deserves to be upcoming lessons that discuss Long, Caughlin,
in the top 3 of all American presidents? and others in opposition to FDR and the New
Ask students if they can think of any reasons Deal.
people might be against FDR.
Formative - Informal Summative - Formal
Assessments Both extending and refining activities will show student There is no summative assessment in this lesson.
progress by their ability to recall primary concepts
from acquisition and apply it to the fireside chat
questions or to their video responses. The closing
activity will show that students can take what they have
learned and apply it to more complex questions that
may require them to develop their own opinions.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● Everhart, Jeff. "The New Deal." PowerPoint. Davidson ● REMEMBER TO CALL ON VIRTUAL STUDENTS AND
Where did you find helpful information, primary &
County, NC. HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
● Roosevelt, Franklin Delano. “May 7, 1933: Fireside ● During the Fireside chat try to engage students beyond
Chat 2: On Progress During the First Two Months.” simply answering the questions- get them to consider
Miller Center. University of Virginia, April 26, 2017. emotions connected with the speech, cause and effect.
https://millercenter.org/the-presidency/presidential-sp Also have them share their own initial reactions to the
eeches/may-7-1933-fireside-chat-2-progress-during-fir speech and FDR in general.
st-two-months.
● The Presidents: The Lives and Legacies of the 43
Leaders of the United States. DVD. USA: The History
Channel, 2005.

Lesson Plan # 1 Secondary History / Social Studies
Honors American History II Boom to Bust (1920s and 1930s) Zoey Hanson Mon: 03/22
Assessments There is no formative assessment today Students should complete a summative, multiple choice,
assessment on the 1920s and 1930s. This will measure
what concepts or content students understood and what
they did not. Students will need much of this information
as they move into the next unit, therefore any concepts
missed by a majority of students needs to be re-addressed.
Materials & Supplies ● ● ● Student chromebooks OR
assignment
Where did you research content for today’s lesson? ● Lodle, Jason. "AM2 Unit 5 Boom to Bust." ● Students have all period to complete the assessment.
Schoolnet Assessment. Davidson County, NC. When they are finished, they should complete any
upcoming or missing assignments.
● Ensure student with IEP is given extra time to
complete their assessment (they should be at home
meaning they will already be in a separate setting)

American History II The First New Deal / FDR and the New Deal Zoey Hanson Tues: 03/23
Lesson Essential Question (LEQ) or Students will be able to consider and analyze the effectiveness of the programs put in place by President Roosevelt
Learning Objective (LLO) and the first New Deal.
NC Essential Standard(s) ● AH2.H.4.1: Analyze the political issues and conflicts that impacted the United States since Reconstruction and the
compromises that resulted
Pre-Lesson Using this Padlet, ask students to share one thing This activity strengthens students' recall skills. 15 Minutes
How do you prepare students for content & skills they remember about FDR from yesterday, and Hopefully by reiterating essential concepts,
acquisition, or use students’ prior knowledge? How one question they still have about FDR or they can be stored in long term memory.
do you open this new lesson? something they would like to learn about FDR. This also advances students' ability to
Affirm students for remembering something understand cause and effect by recalling the
about FDR. Address their questions throughout problems of the depression and attempting to
the remainder of the lesson. imagine solutions that either FDR or they
Ask students how they think (or know) FDR is themselves would do.
going to solve some of the problems of the
Depression (you can also ask what students
would do.)
[Explain lesson goals by emphasizing LEQ/LLO] - Eleanor Roosevelt them the content needed to achieve the
- The Brain Trust learning objective and NCES.
- The Black Cabinet
- First 100 Days
- Emergency Banking Act
- Federal Emergency Relief Act
- Alphabet Soup: Public Works projects,
CCC, TVA, NIRA, AAA, FDIC and SEC,
and FHA and HOLC

Extending & Refining I (group) Ask students to read the inaugural address made This activity will help students begin to 15 Minutes
How will students practice new content and skills by FDR found in this google doc. Students understand the mindset behind FDR. Analyzing
by working with classmates? How does this activity should discuss with a person near them what the the document should further students'
promote historical thinking skills and using main message is in this document, what FDRs understanding of FDRs approach to the Great
goals seem to be for the American people, how Depression, along with the fireside chat. This
this speech would make the American people will also provide another opportunity for
feel, and how this kind of attitude differs from students to directly compare and contrast
Hoover. Hoover and FDR and why they were viewed
When finished, call on groups to share what they differently by the American people.
talked about.
Adjustments If students progress too quickly…. This activity acts as a way for students to apply
What adjustments will you make if students Ask students to come up with examples that fit what they have nearly mastered to more high
Roosevelt's 3 Rs. Working in pairs, students level critical thinking. First students must be
further)? able to show they can recall, and then must
should discuss the following questions. After
each question return to the large group. apply this recall to more abstract ideas such as
effectiveness. This activity directly related to
What are the three Rs and what do they mean?
the learning objective for the lesson.
What is an example of a New Deal program that
met the R of reform? Why? Do you think it met
its goal? Why or why not?
met the R of recovery? Why? Do you think it
met its goal? Why or why not?
met the R of relief? Why? Do you think it met its
goal? Why or why not?
If students struggle with the material…

This activity helps (A Day) students expand
Show students a series of political cartoons
their visual literacy while providing them with
related to FDR and his policies from both New
an image that can help clarify confusing
Deals as well as court packing (found in
concepts. This will also show why people
powerpoint). Students should discuss these
supported or opposed certain reforms.
images with their neighbor and then share their
findings with the entire class. The class should

discuss what the political cartoon means, what
reform it applies to, and how it will affect the
Great Depression.

participate in the acquisition. They can choose to
stay for the remainder of class or complete the
assignments on their own time.
Extending & Refining II (individual) Have students complete their quiz on the This acts as a formative assessment for 20 Minutes
How do students (and teacher) know if they are general causes and effects of the Great students. This will show that students are able
mastering the content and/or skills for this lesson? Depression individually. When students are to recall information about Hoover and the
[Formal, informal assessments to measure learning] finished, review the questions as a class. Going Great Depression. By reviewing the
through each answer and why it may be correct information, students are being prepared for
or incorrect. their summative assessment at the end of this
unit. This can also help students better
understand the current lesson by connecting
the issues of the Great Depression mentioned
in the questions to the current lesson and how
FDR attempted to resolve these issues.
Closure Ask students what reform that has been This will give A Day students the opportunity 10 Minutes
How do students put it all together for today’s discussed do they think was the most effective to evaluate the reforms they have learned
lesson? The closure activity helps tie this lesson to or enacted the most change and why. Students about and consider cause and effect. This will
the overall unit. Re-emphasize LEQ/LLO, should turn and talk with their neighbor about also introduce students to the idea of these
their opinion. Allow as many students as possible reforms existing today. Lastly, this activity gives
to share their responses with the large group as students the opportunity to practice
well. developing their own opinion, supporting it
with historical evidence, and articulating all of
this verbally.
Assessments The extending and refining activities both act as There is no summative assessment in this lesson.
formative assessments. The first one requires students
to analyze the inaugural address of FDR. This will show
that students can read this address and consider how it
emulates the ideas of FDR. they should be able to apply
the main concepts of the lesson to the document. The
second extending and refining activity is more of a
formal assessment, however it is still formative in that it
shows what students have and have not learned

regarding the Great Depression. The closing activity
requires students to take what they have learned and
create an opinion based in historical fact. this will show
that students can 1) recall the different reforms 2)recall
the cause and effect of various reforms and 3)develop
an opinion on why that reform is most effective.
assignment
Where did you research content for today’s lesson? ● Everhart, Jeff. "The New Deal." PowerPoint. ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Davidson County, NC. AND HAVE THEM PARTICIPATE
● Spend some time having students dissect the famous
"the only thing we have to fear is fear itself…" quote
while looking at inaugural address.

Honors American History II Causes of WWII / World War II Zoey Hanson Tues: 03/23
Lesson Essential Question (LEQ) or Students will understand the causes and effects of the rise of totalitarian governments in Europe in the 1930s and 40s.
NC Essential Standard(s) ● AH2.H.6.2: Explain the reasons for United States involvement in global wars and the influence each involvement had
on international affairs
Pre-Lesson Ask students to use this Padlet to write one This activity will allow the instructor to 10 Minutes
How do you prepare students for content & skills thing they think will be a cause of WWII measure what the students already know
acquisition, or use students’ prior knowledge? How
Ask students what they know about World War about World War II. It will also allow students
do you open this new lesson? to practice their understanding of cause and
II
effect. This requires them to reflect on what
To prepare students for the lesson ask them to
they may already know or to recall causes
define Totalitarianism, dictatorships, facism, etc
from the previous units.
The definitions allow students to have an
understanding of key terms before moving on
from the lesson.
Acquisition Using Mr Lodle's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
[Explain lesson goals by emphasizing LEQ/LLO] - Rise of Totalitarian Governments them the content needed to achieve the
- Benito Mussolini and Facism learning objective and NCES.
- Adolf Hitler and Nazism
- History of Hitler
- Hitler's Rationale
- German Depression
- Hitlers Rise to Power

Extending & Refining I (group) Show students portions of the speeches from Many struggle to understand how anyone 20 Minutes
How will students practice new content and skills Hitler to the German people and Mussolini to could support men like Hitler or Mussolini.
by working with classmates? How does this activity the Italian people. These videos give students a visual of why this
promote historical thinking skills and using is the case. By asking students these questions
primary/secondary sources? Ask students to turn and talk to their neighbors
about their initial reaction to the videos and men they should think critically about how these
in general. men were able to gain power. This can also be
applied to leaders of today.
Have students return to the large group and
share. Ask students why they think these men
were so persuasive. Explain to students that we
like to think we would not vote for someone like
that or how could the people vote for them
Ask students to consider what life was like in
Germany especially before Hitler.
Allow students to lead a discussion about these
subjects
Adjustments If students progress too quickly…. This activity allows students an opportunity to
What adjustments will you make if students Ask students to read the Mein Kampf excerpt. engage in more in-depth discussion about
They should discuss with a partner why Hitlers Hitler, his life, his ideology, how he motivated
further)? the German people, and how all of this will
ideas in writing would stir the German people
and why these ideas might be clearly lead to WWII.
problematic. Ask students to compare Hitler's
writing to his speeches. IS there anything similar.
etc.
This activity helps students chronologically

If students struggle with the material… organize the people and events that are
Have students work together to come up with a discussed in the current lesson and the
timeline that documents the events leading up to upcoming lessons. Chronologically organizing
WWII. This includes Hitler and Mussolini's rise the information will help students understand
to power and the events and things that were concepts better and is essential to
part of this rise to power (Mein Kamph, understanding history in general.
Reichland, etc)

participate in the opening, acquisition, and
extending and refining I activity. Students are

then free to complete the remainder of the
lesson on their own.
Extending & Refining II (individual) Allow students time to begin work on their This will give students an opportunity to stay 25 Minutes
How do students (and teacher) know if they are assignments for the Unit regarding WWII. This on top of their work and help them work
mastering the content and/or skills for this lesson? includes their textbook reading and questions toward success in the classroom. The
[Formal, informal assessments to measure learning] and their WWII Webquest. Webquest also introduces students to new
content and concepts that will be discussed
throughout the unit.
Closure Ask students how they think International This activity will act as an introduction to the 5 Minutes
How do students put it all together for today’s governments are going to react to the rise of next lesson. Students must be able to recall
lesson? The closure activity helps tie this lesson to men like Hitler and Mussolini. content from the current lesson and consider
the overall unit. Re-emphasize LEQ/LLO, cause and effect of the people and events.
Assessments The extending and refining activity will measure that
students can analyze a visual source and identify the
effects of totalitarian governments on its citizens, thus
leading to global war. This is largely an exercise of cause
and effect to prepare students for the upcoming lessons
on WWII.
assignment
Where did you research content for today’s lesson? ● Hitler, Adolf. “Mein Kampf.” Hitler, Mein Kampf, ● REMEMBER TO CALL ON VIRTUAL STUDENTS
1926. Hanover College , 1926. AND HAVE THEM PARTICIPATE
https://history.hanover.edu/courses/excerpts/111hit ● People typically know a good deal about WWII- make
ler.html. sure you do as much research as possible in order to
● Lodle, Jason. "#14 WWII." PowerPoint. Davidson help answer some questions. I am 100% sure you will
County, NC. get questions that start with "Is it true… .?" or "Did
you know… ?"
● Leaders of the day that can be compared and
contrasted to charismatic leaders of the past: Kim
Jong Un (North Korea) ,Vladimir Putin (Russia) ,
Donald Trump (America- guarantee he will come up),
Bashaar Al Assad (Syria), etc

American History II 1930s Zoey Hanson Wed: 03/24
Remote Assignments Students should use the remote day to complete This ensures students can continue to work 90 Minutes
any late or incomplete assignments. If they are toward achieving the standards of the unit
caught up, students should work on upcoming while developing their skills and working on
assignments. All students should complete the their content knowledge. This also ensures
1930s quiz if they have not already. students can be successful in the classroom by
pushing them to complete any and all missing
assignments.

Honors American History II World War II Zoey Hanson Wed: 03/24
Remote Assignments Students should use the remote day to complete This ensures students can continue to work 90 Minutes
any upcoming assignments such as their toward achieving the standards of the unit
textbook reading. They should also complete any while developing their skills and working on
missing or late work. their content knowledge. This also ensures
students can be successful in the classroom by
pushing them to complete any and all missing
assignments.

Lesson Plan # 4 (Includes activities from EdTPA Lessons) Secondary History / Social Studies
American History II The Second New Deal / FDR and the New Deal Zoey Hanson Thurs: 03/25
Lesson Essential Question (LEQ) or Students will be able to consider and analyze the effectiveness of the programs put in place by President Roosevelt
Learning Objective (LLO) and the second New Deal.
NC Essential Standard(s) ● AH2.H.4.1: Analyze the political issues and conflicts that impacted the United States since Reconstruction and the
compromises that resulted
Pre-Lesson Ask students to verbally share what they know This allows the instructor to gauge how much 10 Minutes
How do you prepare students for content & skills about FDR and the New Deal. This can be from (B Day) students understand about FDR or his
acquisition, or use students’ prior knowledge? How a previous history class or something students policies. This can guide the acquisition by
do you open this new lesson? learned elsewhere. Do students know what the recalling and focusing on facts students knew
New Deal is or what it means? about FDR.
Show students the presidential rankings of FDR
from Wikipedia's aggregate presidential chart.
[Explain lesson goals by emphasizing LEQ/LLO] - The Second New Deal them the content needed to achieve the
- Social Security learning objective and NCES.
- WPA
- Workers Rights
- Rural Electrification
- Federal Arts Project
- Indian New Deal
- Criticisms and opposition

Extending & Refining I (group) EdTPA Activity: Divide students into four This activity will provide students with multiple 20 Minutes
How will students practice new content and skills groups. Each group should be given one of the perspectives regarding opposition to FDR and
by working with classmates? How does this activity anti- New Deal speeches: Herbert Hoover on the New Deals. Understanding varying
promote historical thinking skills and using the New Deal, Huey Long's "Every Man a King," perspectives is an essential part of the history
Huey Long's "Share our Wealth," and Charles skill standard. The activity requires students to
Coughlin's "Somebody Must be Blamed" recall what they have learned about the New
Deal and apply these concepts to why people
would be against it, complicating the
Student groups should answer the questions
misconception that everyone loved the New
attached to each document. They should then
Deal.
summarize what their document argued and
share the group's findings.
All of this can be found on this google doc
Adjustments If students progress too quickly….
What adjustments will you make if students Ask students to come up with examples that fit This activity gives students who understand
Roosevelt's 3 Rs. Working in pairs, students the content the opportunity to apply it to
further)?
should discuss the following questions. After what they have learned over the course of the
each question return to the large group. unit. The activity requires students to recall
What are the three Rs and what do they mean? from previous lessons, acting as review, and
apply that knowledge to the discussion today.
The questions of meeting goals will help
met the R of reform? Why? Do you think it met
students consider more in-depth causation
its goal? Why or why not?
relating to the New Deal programs.
met the R of recovery? Why? Do you think it
met its goal? Why or why not?
met the R of relief? Why? Do you think it met its
goal? Why or why not?
If students struggle with the material… This activity helps (B Day) students expand
EdTPA Activity: Show students a series of their visual literacy while providing them with
political cartoons related to FDR and his policies an image that can help clarify confusing
from both New Deals as well as court packing concepts. This will also show why people
(found in powerpoint). Students should discuss supported or opposed certain reforms.
these images with their neighbor and then share
their findings with the entire class. The class
should discuss what the political cartoon means,

what reform it applies to, and how it will affect
the Great Depression.

participate in the acquisition and the Extending
and Refining I activity. If there is more than one
present on zoom, they can form their own
group. The students are then free to remain for
the rest of the lesson or to complete it on their
own time.
Extending & Refining II (individual) Show students the president's video from This will contextualize information (B Day) 20 Minutes
How do students (and teacher) know if they are History Channel on FDR provided by Mr students have learned over the course of the
mastering the content and/or skills for this lesson? Everhart in the form of a hard copy DVD. lesson, helping students better understand
[Formal, informal assessments to measure learning] Students should begin to fill in their notes who FDR was, the kind of reforms he initiated,
regarding information on FDR and his policies as and the reasoning behind them.
found in the video.
Closure Ask students what reform that has been This will give A Day students the opportunity 10 Minutes
How do students put it all together for today’s discussed do they think was the most effective to evaluate the reforms they have learned
lesson? The closure activity helps tie this lesson to or enacted the most change and why. Students about and consider cause and effect. This will
the overall unit. Re-emphasize LEQ/LLO, should turn and talk with their neighbor about also introduce students to the idea of these
their opinion. Allow as many students as possible reforms existing today. Lastly, this activity gives
to share their responses with the large group as students the opportunity to practice
well. developing their own opinion, supporting it
with historical evidence, and articulating all of
this verbally.
Assessments The extending and refining I activity will measure if There is no summative assessment in this lesson.
students can recall the primary concepts of the New
Deals and apply them to another perspective. By
analyzing these varying perspectives on the New Deals,
students should begin to show an understanding in why
groups and individuals opposed FDR and his reforms.
The extending and refining II activities gives students
the chance to apply what they already know about FDR
to their video notes, and expand on this understanding
through additional information provided by the video.
The closing activity will show that students can apply
what they have learned to create and support their
own opinion.

assignment
Where did you research content for today’s lesson? ● Everhart, Jeff. "The New Deal." PowerPoint. ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Davidson County, NC. AND HAVE THEM PARTICIPATE
● The Presidents: The Lives and Legacies of the 43 ● You can also show students Hoovers ranking on
Leaders of the United States. DVD. USA: The Wikipedia since B Day students were not in person
History Channel, 2005. for the discussion on Hoover. This will also provide
them with an additional visual.

Honors American History II Rising Tensions / World War II Zoey Hanson Thurs: 03/25
Lesson Essential Question (LEQ) or Students will analyze America's initial reaction to the growing tensions in Europe during the 1930s and 40s, and the
Learning Objective (LLO) cause and effect that followed.
Pre-Lesson Ask B Day students to use this Padlet to write This activity will allow the instructor to 10 Minutes
How do you prepare students for content & skills one thing they think will be a cause of WWII measure what the students already know
acquisition, or use students’ prior knowledge? How
Ask students what they know about World War about World War II. It will also allow students
do you open this new lesson? to practice their understanding of cause and
II
effect. This requires them to reflect on what
To prepare students for the lesson ask them to
they may already know or to recall causes
define Totalitarianism, dictatorships, facism, etc
from the previous units.
The definitions allow students to have an
understanding of key terms before moving on
from the lesson.
[Explain lesson goals by emphasizing LEQ/LLO] - Hitler Assumes Power them the content needed to achieve the
- Hitler as Chancellor learning objective and NCES.
- Hitler's true intentions
- Mussilini in Ethiopia
- American Response- Neutrality Acts
- Joseph Stalin
- Hideki Tojo
- Japan in Manchuria

Extending & Refining I (group) Show students brief clips from the speeches This will help students understand the 15 Minutes
How will students practice new content and skills made by Stalin and Tojo. Ask students similar motivations behind the actions of the USSR
by working with classmates? How does this activity questions from the previous similar activity on and Imperial Japan during this time period.
promote historical thinking skills and using Hitler and Mussolini. Students should begin to consider how
Ask students to share their initial reactions with America will react to these leaders and their
a neighbor. actions, addressing the LLO and NCES.
Why do students think these men motivate their
citizens and can be so persuasive?
How are these men different or similar to Hitler
and Mussolini?
How do students think America will react to the
ideas the men presented in their speeches?
Adjustments If students progress too quickly…. This activity allows (B Day) students an
What adjustments will you make if students Ask students to read the Mein Kampf excerpt. opportunity to engage in more in-depth
They should discuss with a partner why Hitlers discussion about Hitler, his life, his ideology,
further)? how he motivated the German people, and
ideas in writing would stir the German people
and why these ideas might be clearly how all of this will lead to WWII.
problematic. Ask students to compare Hitler's
writing to his speeches. IS there anything similar.
etc.
This activity helps (B Day) students

If students struggle with the material… chronologically organize the people and events
Have students work together to come up with a that are discussed in the current lesson and
timeline that documents the events leading up to the upcoming lessons. Chronologically
WWII. This includes Hitler and Mussolini's rise organizing the information will help students
to power and the events and things that were understand concepts better and is essential to
part of this rise to power (Mein Kamph, understanding history in general.
Reichland, etc)

participate in the opening activity, acquisition,
and extending and refining I activity. Students are
then free to remain for the remainder of the
lesson on their own time.

Extending & Refining II (individual) Students should individually read and complete This activity will give students a direct 30 Minutes
How do students (and teacher) know if they are the modified quarantine speech from FDR (found reference to how America will react to the
mastering the content and/or skills for this lesson? here) and answer the accompanying questions. aggressions and conflicts in Europe and Japan,
[Formal, informal assessments to measure learning] directly addressing the LLO and NCES.
When finished students should complete any
upcoming or missing assignments.
Closure Have students complete a verbal 3-2-1 with their This activity will allow students to reflect on 5 Minutes
How do students put it all together for today’s neighbor. They should share 3 causes of rising what they have learned about WWII so far, as
lesson? The closure activity helps tie this lesson to tensions in Europe, (how will America react to well as to pose any questions regarding
the overall unit. Re-emphasize LEQ/LLO, these causes?), 2 facts they found interesting confusing content or concepts. When students
from the lecture, and 1 question they still have / choose 3 causes and reflect on America's
something they still do not understand. reaction to these causes, they are directly
addressing the learning objective and the
NCES.
Assessments The extending and refining activities both require There is no summative assessment in this lesson.
students to focus on American reaction to European
and Asian conflicts. The students must show that they
can analyze a visual or written source and understand
how America will react and why.
assignment
Where did you research content for today’s lesson? ● Hitler, Adolf. “Mein Kampf.” Hitler, Mein Kampf, ● REMEMBER TO CALL ON VIRTUAL STUDENTS
1926. Hanover College , 1926. AND HAVE THEM PARTICIPATE
https://history.hanover.edu/courses/excerpts/111hit ● Try to address any misconceptions, especially those
ler.html. surrounding Stalin- remember, USSR is an Allied
● Lodle, Jason. "#14 WWII." PowerPoint. Davidson power. (yes Stalin was horrible, but he was against
County, NC. Nazi aggression)
● Roosevelt, Franklin Delano. “October 5, 1937:
Quarantine Speech.” Miller Center. University of
Virginia, April 26, 2017.
https://millercenter.org/the-presidency/presidential-
speeches/october-5-1937-quarantine-speech.

Honors American History II War Begins / World War II Zoey Hanson Fri: 03/26
Lesson Essential Question (LEQ) or Students will analyze the beginning of World War II and its effects on American international policy.
Pre-Lesson Lead students through a brief review from This will ensure students know the content 10 Minutes
How do you prepare students for content & skills previous 2 lessons in question and answer style and concepts they need to move foreward.
acquisition, or use students’ prior knowledge? How as you quickly move through the PowerPoint.
do you open this new lesson?
[Explain lesson goals by emphasizing LEQ/LLO] - Great Britain and Neville Chamberlain them the content needed to achieve the
and Appeasement learning objective and NCES.
- World Powers begin to identify the
coming issues
- Annexation of Austria
- Invasion of Poland
- Blitzkrieg
- Fall of France
- Battle of Britain
- US policies during neutrality

Extending & Refining I (group) Show students the videos included in the Each video will help students contextualize 20 Minutes
How will students practice new content and skills PowerPoint on appeasement, annexation of content. By posing questions to students, they
by working with classmates? How does this activity Austria, and blitzkriegs. should begin to think more critically about the
promote historical thinking skills and using various concepts. This will help students
primary/secondary sources? Ask students to share their initial reactions to
each. analyze the cause and effects of the beginning
of WWII.
Especially spend some time looking at
appeasement. Ask students what they think of
appeasement, was it justified? What would
students have done in Chamberlain's shoes?
How do you think America feels about all of this
going on with our allies?
Adjustments If students progress too quickly…. This gives students an opportunity to directly
What adjustments will you make if students Have students read the transcripts from the analyze the effect of European conflict on
Lend Lease Act. Students should discuss with a american legislation. This also gives students an
further)? opportunity to discuss the concepts of
partner what the main point of the legislation is.
Begin a large group, student led discussion based neutrality and alliances.
on the question: Does this violate American
neutrality? Why or why not?
This breaks down the idea of America's
If students struggle with the material… alliance with Britain and how we helped the
Show students another video- this one on the ally without officially declaring war, thus
Battle of Britain . Ask students to consider how addressing the NCES.
this would affect the British people? the british
government's response? how/why would this
affect American policy? Why does America
respond the way we did?

participate in the opening, acquisition, and
extending and refining I activities. They are then
free to remain or complete the remainder of the
lesson on their own.
Extending & Refining II (individual) Allow students time to continue work on their This will give students an opportunity to stay 25 Minutes
How do students (and teacher) know if they are assignments for the Unit regarding WWII. This on top of their work and help them work
mastering the content and/or skills for this lesson? includes their textbook reading and questions toward success in the classroom. The
[Formal, informal assessments to measure learning] and their WWII Webquest. Webquest also provides students an
opportunity to review content that has been
discussed and introduces them to new content

and concepts that will be discussed throughout
the unit.
Closure Ask students to share their thoughts on the This gives students the opportunity to reflect 5 Minutes
How do students put it all together for today’s beginning of WWII. They should share what not only on the LLO and NCES for this lesson,
lesson? The closure activity helps tie this lesson to event they think is most influential (so far) in but the past lessons relating to WWII. This
the overall unit. Re-emphasize LEQ/LLO, leading to international conflict also requires students to pick one cause and
argue for it being the primary cause and
supporting it with historical evidence.
Assessments The extending and refining I activity will show that There is no summative assessment in this lesson.
students can grasp the primary concepts of acquisition
and visual sources to develop their own understanding
of American relations in Europe during the conflict.
Students should begin to show understanding of the
contradictions of American neutrality during the time
period.
assignment
Where did you research content for today’s lesson? ● Lodle, Jason. "#14 WWII." PowerPoint. Davidson ● REMEMBER TO CALL ON VIRTUAL STUDENTS
County, NC. AND HAVE THEM PARTICIPATE
● This Week in Military History - Battle of Britain . ● Try to keep videos interesting by pausing them and
Youtube . Pritzker Military Museum & Library, asking students questions / adding in historical
2020. anecdotes.
https://www.youtube.com/watch?v=lqllqQYFy-I.
● “Transcript of Lend-Lease Act (1941).” Our
Documents - Transcript of Lend-Lease Act (1941).
Ourdocuments.gov, 1941.
https://www.ourdocuments.gov/doc.php?flash=false
&doc=71&page=transcript.

3rd and 4th Period 03/26: Regional Meeting

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Lesson Plan # 1 (Includes activities from EdTPA Lessons) Secondary History / Social Studies

Course Lesson Topic / Unit Name Instructor Date(s)

ASU Dept. of History· History Education Program· 2020-2021

If students struggle with the material…

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

If students struggle with the material…

ASU Dept. of History· History Education Program· 2020-2021

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

This activity helps students chronologically

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 3 Secondary History / Social Studies

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

This activity helps (B Day) students

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

Virtual Students: Virtual students should

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

ASU Dept. of History· History Education Program· 2020-2021

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