Sarah A. Huett Subject/Course: U. S. History Grade(s): Grade 11



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Sarah A. Huett U.S. History Lesson Plan T.I.S.D.

TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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

Grade(s): Grade 11 Time frame: 45 minutes or less



Re-Teach Lesson Plan Number: 3
Topic/Process: TAKS TEST Concept Review: Leadership
Textbook: Throughout Textbook
Texas Essential Knowledge and Skills (TEKS): US3 A, US4 B, US5 B, US6 C, US7 B, US19 A – C

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

(A)  explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;

(4)  History. The student understands the effects of reform and third party movements on American society. The student is expected to:

(B)  evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, and Robert LaFollette on American society; and

(5)  History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:

(B)  analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

(6)  History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

(C)  explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton;

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

(B)  identify significant leaders of the civil rights movement, including Martin Luther King, Jr.;

(19)  Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A)  describe qualities of effective leadership;

(B)  evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt; and

(C)  identify the contributions of Texans who have been President of the United States.
TAKS: US3 A, US4 B, US5 B, US7 B

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

(A)  explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;

(4)  History. The student understands the effects of reform and third party movements on American society. The student is expected to:

(B)  evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, and Robert LaFollette on American society; and

(5)  History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:

(B)  analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

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

(B)  identify significant leaders of the civil rights movement, including Martin Luther King, Jr.;


Concepts

Enduring Understandings/Generalizations/Principles

The student will understand that

Leadership

Effective leaders are often visionaries. Effective leaders motivate and inspire those they lead. Effective leaders often emerge during times of conflict. Americans often look to their president and political heads to be effective leaders.

Sequence of Activities (Instructional Strategies):
1. Review the concept of leadership and characteristics of good leaders with the students.
2. Activity: Divide students into pairs/groups and assign them an important leader(s) in

U.S. history. Have students create a brief profile of their leader to share with

the class.

Choose from these leaders: Sam Adams, Ben Franklin, King George III, Thomas

Jefferson, Marquis de Lafayette, Thomas Paine, George Washington,

Henry Cabot Lodge, Alfred Thayer Mahan, Teddy Roosevelt, Woodrow

Wilson, Clarence Darrow, William Jennings Bryan, Henry Ford, Charles

Lindbergh, Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, Susan B. Anthony, W.E.B. DuBois, Martin Luther King Jr.

Questions to Consider in Lesson:


  1. What made this person a good leader?




  1. What impact did they have on U.S. history?




  1. What major events are the most associated with?




  1. What are the 2 most important accomplishments of this person?



Assessment of Activities:
Classroom Observation

Profile/Presentation



Prerequisite Skills:

Key Vocabulary:
Sam Adams, Ben Franklin, King George III, Thomas Jefferson, Marquis de Lafayette, Thomas Paine, George Washington, Henry Cabot Lodge, Alfred Thayer Mahan, Teddy Roosevelt, Woodrow Wilson, Clarence Darrow, William Jennings Bryan, Henry Ford, Charles Lindbergh, Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, Susan B. Anthony, W.E.B. DuBois, Martin Luther King Jr.
Materials/Resources Needed:
Textbook, other resources, notes, pen, paper, markers, butcher paper

Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.
Differentiated Instruction: Have students create a poster about their chosen leader.

Teacher Notes:
The individuals chosen for this lesson are all in TEKS that are tested on the TAKS test.

Sample Test Questions:
1. George Washington and Thomas Jefferson shared which one of the following traits?
A. writings were influenced by John Locke

B. led military unsuccessfully

C. served as governor of Virginia

D. served in the Virginia House of Burgesses


2. George Washington’s most important role during the American Revolution was-

A. serving in Congress

B. being president

C. leading the army



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


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