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.

The purpose of this lesson is for the students to realize that though Lincoln was faced with numerous
challenges throughout his presidency his goals remained steadfast and his convictions firm, as is clearly
evidenced by his speeches.

Students will compare an aerial photograph from WWI to a current Google.com satellite map and a street map of the current area.

Students will read a variety of materials from articles on the topic to a letter home from an African American Soldier about his time in France.

To assist students in developing analytical skills that will enable them to evaluate primary documents and images such as photographs, political cartoons and posters related to African American women during World War II.

Students will work together to analyze primary resources about African Americans in the Great War.

The lesson incorporates an online exhibition from the National World War I Museum with primary and secondary sources regarding the African American experience in World War I.

Students will research and construct timeline of American involvement in the Korean War as well as use historical maps to identify communist and non communist countries

Students will be involved in drawing evaluative conclusions about our U.S. role in the world today and into the future based upon the direction provide by President Harry S. Truman beginning in 1945.

Students will use computer technology to analyze Internet websites containing primary and secondary sources that contain a variety of documents related to U.S. intervention in Russia from 1918-20.

Students will analyze American propaganda posters from World War I.

Students will research American Revolution and Arab Spring and compare and contrast the events to better understand both in terms of political, economic and social implications. The activity will utilize a wide range of sources and students will also learn how to analyze primary and secondary source documents.

Using Mrs. Lincoln to give a sense of the Civil War era

Students will rotate through four learning centers where they will read primary and secondary sources about injustices during World War I.

Activities that help students think and work like historians

Activities that help students think and work like historians

Students analyze a biographical comic book summarizing President Harry S. Truman's life prepared by the Democratic Party.

Students will participate in a group analysis and comparison of political cartoons from the post World War II debate over the Marshall Plan as well as the current American conflicts in Iraq and Afghanistan.

To help students understand that while political party affiliation often has a profound impact upon Congressional voting, geographic considerations especially during the antebellum era can have an even bigger impact.

Students will use George Caleb Bingham's Order No. 11 painting to analyze varying viewpoints during the "Bleeding Kansas" conflict.

Primary source discovery and analysis

This lesson uses the jigsaw method of cooperative learning to determine how President Truman felt about dropping the Atomic Bomb on Japan.

For homework, each student will be given a transcript of the speech given by George Marshall at Harvard University on June 5, 1947, and a list of 11 questions (added to the bottom of this form) to answer concerning the speech.

Ways to use Truman's State of the Union addresses in teaching

Student will analyze Wilson's Address to Congress Requesting a Declaration of War with Germany.

Students will compare past and present examples of child segregation faced by two African-Americans. One is a recollection of an account by Dr. Martin Luther King, Jr. This account occurred in 1935 when Dr. King was six-year-old. The second account takes place in the present, shared by Andrew S. Evans. This account occurred in 1949 when Evan is eleven-year-old.

Study of Jackson’s battle with the Bank of the US using a primary source with a student application piece

Activities to help students gain a more distinct knowledge of the Jazz Movement of the 1920s.

Students will make predictions on the recognition of Israel by President Truman and compare it to what actually occurred. Students will research the views of the Israelis and Palestinians on five different issues with a partner and each student will present their research.

Point/counterpoint on President Truman

Document analysis activity focused on the press release from President Truman on August 6, 1945 following the dropping of the atomic bomb.

Students will examine motives for dropping the atomic bomb and then evaluate the decisions made.

Students will determine which war crime trials were the most heinous during World War II and use evidence to build a case to convict the guilty.

Students will analyze notable bad speeches from political figures. Students will then take on the role of speech editor to rewrite or edit the speech to make it successful.