Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Adam Callow
10/31/16

Subject/ Topic/ Theme

US Hist- 1920s

Grade ____10__________

I. Objectives
How does this lesson connect to the unit plan?
This first lesson introduces the 1920s, provides information about the ending impacts on the US from WW1, and discusses how the US attempted to resolve these
issues
cognitiveR U Ap An E C*

Learners will be able to:

Recall outcomes of World War 1 and follow connections with decisions in the 1920s
Perceive the ideology of American superiority and xenophobic actions during the 1920s, and begin to question why
these ideas came about
Evaluate American peace efforts following world war 1 and ponder what options could have been better

physical
development

socioemotional

R An
UE
EC

Common Core standards (or GLCEs if not available in Common Core) addressed: From section 7.1.1
the struggle between traditional and modern America (e.g., Scopes Trial, immigration restrictionss
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

World War 1 knowledge about events, with a focus on the home front and what circumstances it
produced in the US will be helpful, which was covered in the previous topic, but not necessary
Pre-assessment (for learning):

Questions worked into notes over WW1 results to set the stage for new notes
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Questions throughout the notes about why these treaties make sense based on circumstances, or why
America would be xenophobic, etc.
Formative (as learning):
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
PowerPoint presentation as well
and verbally said notes, with
images depicting some key ideas

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for comprehensionactivate, apply & highlight

Frequent questions throughout

notes, get students to apply the
new notes to what was
previously learned to form a
story, cause and effect type set
up

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students can write or type their
notes out, many opportunities for
questions, plenty of time for
questions
Provide options for expression and
communication- increase medium
of expression

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Projector, computer, powerpoint, all of which are ready to use

Textbook: Keesee, T., & Sidwell, M. (1991). United States History for Christian Schools (Second ed.).
Greenville, South Carolina: Bob Jones University Press.
Other Sources listed in speaker notes

Students will be sitting at tables, set up with a cluster in the middle and tables in a u shape surrounding
it
How will your classroom
be set up for this lesson?

III. The Plan

Time
5 min

Components
Motivation
(opening/
introduction/
engagement)

40
min

Development
(the largest
component or
main body of
the lesson)

5 min

Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask students to recall the situation entering the
Students will think about what they were just tested
1920s, including events from WW1 and its
over, and hopefully share what they know to set the
conclusion.
stage for the next chapter in the story.

Introduce the idea of normalcy in the US at the

time

Students will take notes on normalcy and begin to

fathom its place in US mentality

Present notes over the post-war problems in the

US, including unemployment and xenophobic ideas
Include specific examples like Sacco-Vanzetti

Students will take notes on these topics, and

hopefully begin to see connections between
xenophobic ideas back then and now

Discuss the US policies in terms of world relations

and their isolationist stance

Students again will take notes and decide if they

think isolationism is being used today in the US

Dive into US peace efforts in Europe, the Pacific,

and Latin America

Students will take notes on these peace efforts, and

discuss how effective they were and what they
might have done differently

For closure, I will first ask students if they have

any questions, then set the stage for tomorrow, and
tell how we will talk about people tomorrow to see
who is in charge of these ideas.

Students will think if they have any questions about

todays notes, and ask for a further understanding

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not have the chance to teach this lesson, but one thing I do not like is the emphasis on lecture. It obviously is a heavily lecture
based lesson, but I was unable to think of another way since most of the material is just facts that the textbook had. However, I know
students said they like lecture at least every now and then, so maybe one day of lecture will not be bad for them.

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