Lesson Author Samantha Levert

Date October 25, 2019

Period Cores 1-4
Grade Level 8th Grade
Time Allotted 20 Minutes
Context/ The following lesson plan is for students in an 8th grade Social Studies classroom. The class is
Rationale
academic and entering a unit on the Cold War period through the civil rights movement. This mini
lesson should be integrated when information on The Cold War has already been given to students
for contextual purposes. This particular mini lesson will educate students on the adverse effects
that propaganda can create within a society. Students will practice their abilities to analyze and
evaluate texts and or photographs and this will help to promote their higher order thinking skills.
Students will be guided with questions that help in promoting a critical thinking lens when
analyzing the documents. This mini lesson will also prepare students further in the unit when they
begin to learn about the civil rights movement and the lasting impacts it had on society. Students
have learned how to analyze documents and photographs in previous units so should be
familiar with doing so within this lesson plan.
Central Focus Central Focus: This mini-lesson on McCarthyism is designed to teach students how to critically
analyze documents and the biasness presented within them. The lesson will also demonstrate the
harmful effects propaganda can generate within a society.

Goals Objectives

Students will be able to:

● Assess and interpret various sources and make connections within their historical context.
● Recognize the adverse effects that media and fear can generate in a society.
● Make inferences from various sources (text or photo analysis).
● Paraphrase the idea of McCarthyism and identify the reason for its notoriety in American
history. Commented [1]: I don't know if there's another word to
use here besides paraphrase?

Standards

● 8.H.1.3 Use primary and secondary sources to interpret various historical

perspectives.
● 8.C&G.2 Understand the role that citizen participation plays in societal change.
Assessments Informal Formative

Student answers will be recorded within the Student’s group work with the text/photo Commented [2]: good! The EdPuzzle questions were
EdPuzzle video for further reflection of assessing documents will be collected and further assessed great here.

participation and assessing the translation of the in relation to their interpretation of the sources
material being presented to the student, (is the provided. No formal grade will be provided for
student getting the idea of what is being this specific lesson plan. Commented [3]: You don't need this part
presented within the short video clip?)

Language Language Function Vocabulary Syntax/Discourse

Supports

write in
paragraph form

Materials & What texts, materials, websites, and equipment do you need to implement your plans? Include materials that students and teachers may need (and
Technology are available at your school). What technology are you using in your lesson? Include hyperlinks.

● Www.edpuzzle.com for McCarthyism video.

● Google Doc containing all the lesson handouts/sources:

https://docs.google.com/document/d/16bggPmlKxf2p0QxtyNW9S3kzKibJUNUEWenV6O
oI4xk (and the infographic used in class).

● Google slides if needed for differentiation: https://docs.google.com/presentation/d/10N-

tgQWQlhyEEpUY-hQT5_XIWj000znijHwlmGBaMl8

INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are you bringing the lesson to a close?
Provide basic “step-by-step” directions and prompts for implementing these areas of the lesson. A substitute teacher should be able to pick up your lesson plan and
say and do everything you would have if you were there. Please be explicit and specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Roles & Procedures (list in numbered form)
Time Lesson Component Teacher Learner
● CONNECT 1. Teacher greets students ● Responds to greeting.
at the beginning of class
and asks them how they
are doing. Commented [4]: :-)
2. Teacher opens the title ● Student listens as the
slide of the teacher gives
McCarthyism/Communi instructions.
sm powerpoint.
3. Teacher says, “So
yesterday we discussed
the beginnings of the
Cold War and the
conflicts that were
taking place between the
U.S and the Soviet
Union after WW2.
Today, we are going to
be looking at American
society in the 1950’s
during the Cold War and
specifically looking at
documents that focus on
two critical events that
were occurring in the
form of a phenomenon
known as McCarthyism.
4. Teacher asks, “Does
anyone know what ● Students may respond
McCarthyism is?” by raising their hand if
5. Teacher says, “well that they wish.
is okay, awesome, you
are about to find out!”

6. Teacher moves to slide 2

with the edpuzzle link
and code and asks
students to go to the link
written in slide 2. ● Students navigate to the
(Writing code on the edpuzzle link and enter
board can also help their first name in the
while you navigate to spot titled ‘nickname’.
 the edpuzzle site to start
live video).
7. Teacher asks students to
use their first name
rather than a nickname
to answer questions. Commented [5]: Thank you for highlighting this during
8. Teacher explains to your lesson. Didn't realize it was also in your LP - what
foresight!
students, “Just a heads
up, you will be asked
questions during the
video, you should try to
answer in at least one to
two complete
sentences.”
9. Teacher says, “Okay so
let's get started.”
● TEACH Commented [6]: Maybe "interactive video" here
1. Teacher starts the live instead? Since everything you're doing is "teaching,"
EDpuzzle video and we can be more specific when labelling these sections.
follows along with
students as they answer. ● Students watch the
(When all students have edpuzzle video and
answered you should see respond on their own
a message on the screen devices when prompted
saying 17 responses or a question on the screen.
however many students
are in the class).
2. Once the video ends, the
teacher asks, ‘So does
anyone have any ● Students share their
thoughts?” thoughts if they wish.
3. Teacher pauses for
student response and
calls upon any student
(if) they raise their hand.
4. Teacher says, “So now
that we know
McCarthyism was
named after former
senator Joseph
McCarthy creating fear
and suspicion in
 Americans in the 1950’s
we are going to look at
some propaganda and
documents of the two
subgroups that were
targeted with fear and
suspicion during this
time period.”
5. Teacher pairs students in
groups of two based on
who they are sitting next
to, a possible group of 3
may be necessary.
6. At the same time as
pairing students, the
teacher will be handing
them the document they
will be working with (1
document, 2 copies).

● ACTIVE
ENGAGEMENT Commented [7]: Maybe "Primary source work"?
1. Teacher gives
instructions and says,
“Now with the
documents I just handed
● Students listen as the
you I want you to try
teacher gives
your best and answer the
instructions for the
3 questions on your
activity.
document as a group,
You can refer back to
the infographic you have
in front of you if you
need a little more help
with any of the
● Students work in pairs to
informational
analyze the sources
questions”.
provided to them.
 2. Teacher lets students
know they can begin and
walks around to help
any students that may
need help with the
analysis of the sources.
3. Teacher gives a 5
minute warning to the
end of their assignment.

1. Teacher ends student

work time by saying,
● LINK “Ok, I want you to stop
where you are currently
TIME PERMITTING:
at in your questions and
I want each group to
share 1 of 3 questions
● Each group shares their
and tell us how you
photo/source with the
responded!
class and also shares one
2. Teacher calls on each
of their three answers
group as they share 1 of
written down.
3 questions and their
corresponding response.
3. Once groups have
responded the teacher
will end the class by
saying that tomorrow we
will wrap this up with
how McCarthyism
ended and the beginning
of another era of Civil
Rights.
 Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher, student conferences, etc.), how will you adjust
instructional materials, activities, and sequencing given what you have learned about students’ academic skills, attitudes, and needs?
Remediation Extension Differentiation

● Students who do not meet

the goals listed above will ● An extension activity for any AIG ● In order to differentiate
be asked to come to a students within the classroom will the lesson plan for
smartblock/smartlunch core be allowing them to watch the video emergent bilingual
time to practice a kahoot on their own and take their own students the video
review on notes on the video as long as they should be put on
McCarthyism/Red/Lavende cover the ideas of communism, subtitles and the Commented [11]: YES - can you put these on
r scare with the teacher McCarthyism and the red and YouTube video can also anyway? It'd be good for all students to be able to
follow along.
practicing a few of the lavender scare. Another example be set on a slower speed
extension activity could be having Commented [9]: I'm not sure about this one. If they've
main idea questions with to enhance already watched the video, would this be deeper
them first. The teacher students construct their own political comprehension for those thinking for them?
scaffolding the first few cartoon based on the analysis of the students. If necessary a Commented [8]: Kahoot review is not a bad idea, but I
source that they examined. This wonder if there's a way to do this without making
questions will give the word bank with students spend additional class time/ come to a
students an idea of what would challenge students to make translations of the specific period for this?
communism is, what was connections between the material English word translated
mccarthyism is and then and creativity. into their native Commented [10]: Yes! This one is better.
they will answer questions language can also be
that promote a little higher provided to students.
order thinking. ● Separate seating
(hallway or
collaborative area
seating) will be given to
children with a behavior
support plan. A copy of
the sources and guided
note sheet/infographic
will also be provided to
students who request to
go work in a separate
room,these students
should know who they
 are and will not hesitate
to ask (see behavior
accommodations of
students listed at bottom
of this lesson plan to
confirm).
● A student with an I.E.P
for Dyslexia will be
allowed to use a tape
recorder whenever the
teacher covers any
content material. On the
handout with the source
and questions, key
words will be
highlighted and
underlined for the
student that aid in giving
context clues. Commented [12]: This is a good idea. This would be
helpful for all students.
*Make sure that you include the handouts/links/etc to any materials one needs to teach this (hyperlinks are fine!)