Teacher Lesson Plans

This activity includes whole group instruction, small group instruction and individual instruction. The instructor should prepare the pacing and depth of conversation based on the level of the students in the class.

The students will be expected to compare and contrast the life styles of various groups of 1920s people with the same groups of those groups in the present time.

Putting together a 1920s newspaper as a group - each student will contribute an individual articles.

Students will analyze primary sources, participate in class discussion, and complete an individual writing assignment to understand the human impact of the Berlin Airlift.

Students will work with the party platforms for the four major parties participating in the Election of 1948 (Democratic, Republican, States' Rights Democratic, and Progressive parties).

Using cooperative learning small groups will analyze and summarize key aspects of the Clifford-Rowe Memorandum.

Assignment is both individual and cooperative. Students will use the Norman Rockwell Post cover "Family Squabble". Students will work in pairs to analyze the painting using the attached worksheet.

For this project the students will create a timeline for the year highlighting events in national and international, art, literature, entertainment, music, science, inventions, sports, fashion, and economics.

Students will analyze results of the 1950 congressional elections to determine how/why the Democrats lost enough seats to cause President Truman to lose a working majority in Congress.

Students will use primary and secondary sources to learn about the Iranian revolution and the involvement of the U.S. government.

Supreme Court rulings in the Shaw v. Reno (1995) and the Shelby County vs. Holder (2013) cases relied heavily on the reasoning behind the passage of the Voting Rights Act (1965). Students in AP Gov’t and Politics are required to know both cases as part of the cannon of cases and the precedents set as part of the course standards.

This will introduce units on Modern Terrorism. It will also help increase their awareness, foster collaboration, and practice the skill of chronology.

After an examination and reading of letters from President Harry S. Truman to his wife, Bess, students will be able to come to a consensus as to the true feelings President Harry S. Truman had regarding specific Cold War events such as the Marshall Plan.

Group activity. Students in class use primary sources like Truman Doctrine speech, Marshall plan, and Iron Curtain speech to discuss foreign policy from US/USSR perspectives at the time of the Cold War.

Students will analyze letters, audio, and art to learn about soldiers in the Civil War.

Individual capstone project for a unit on World War I. Students use primary sources to develop insight into the personal side of the Great War. Students will use archive based research to create a story about one particular soldier.

This unit will use primary documents to provide practice in close reading, in identifying tone, and in applying tone recognition to an analysis of nuance in content.