Ferris State School of Education

Lesson Plan Format

Name: Date:
Curriculum/Course: U.S. History Grade level: 9th grade
Materials:
DG Postwar Trobles.pdf
Wherewestarted.pptx
Time/Period: 2nd, 5th, 6th
Election of 1920 Harding Administration.pdf

Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
SS.F.6.2.3
Domestic Impact of WWI - Analyze the domestic impact of WWI on the growth of the government
(e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g.,
Sedition Act, Red Scare, Palmer Raids), and the expansion of women's suffrage.

Objectives (I can statements): I can identify who A. Mitchell Palmer is and explain what effect the Palmer Raids had on
the country using historical evidence.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Formative- there will be a variety of assessments used including table huddles, 30 second interviews, calling on random students to answer a
question, and having students give a thumbs up or down to check for understanding.
Summative- the discussion guide is turned in (filled out) and graded at the end of the chapter.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
Warm-up Powerpoint “Wherewestarted.pptx”
As a class have students answer the questions on the power point slide and discuss the issues that started the war and
whether or not these issues were resolved with the conclusion of the war.

Steps in the lesson:

1. Start off class with the “Where we started” warm up. (This power point can be found under
“attachments” in Planbook) Have students answer the questions on their warm up sheets and then as
a class discuss the answers.
2. Pass out graded assignments and discuss any problem areas that they may have had. (Many missed
the part about the Spanish influenza)
3. Have students read the learning target on the board as a class.
4. Have students get out their discussion guides and open up their books to page 281. Before starting
review the “Red Scare” and what demobilization refers to.
5. Work thru the rest of the discussion guide reading allowed (either you or the students) the
appropriate parts in the book. After reading the relevant paragraph stop and see if anyone can
answer the question on the DG (discussion guide). Alternate using table huddles and 30 second
interviews to get the students moving and talking. The students will know what these are. Once you
have discussed the question and students have written down their answers ask one student to read
their answer as a final check of their understanding.
 6. If the “Demobilization” DG is completed, move on to the “Harding Scandals” DG. You will need to pass
this out as well as the corresponding reading packet.
7. Check and make sure all students have the DG questions covered that day filled out. If anyone doesn’t
have another student say the answer they wrote down.
(The discussion guide is filled out as a class, and students are given multiple ways in which to generate an
answer on their paper. Whether it is in their own words, the words of the teacher, or those of their
classmates. There is no excuse for a portion of the DG to be blank other than being absent)

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.

Use the last 5 minutes of class to go over all the discussion guide answers covered in class that day.

Extension Activities:
https://www.youtube.com/watch?v=GhAI9hVAvmk
Direct students to this video if they want to learn more.

Accommodation /Modification:
Specific Student/Group:

Differentiation:

What will I differentiate? Content Process Product Environment

Explain: The information will be given in multiple forms to all students including discussion, reading, and notes.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: the information is being offered in multiple formats to offer students the best possible chance of learning and
understanding key points and concepts.

Diversity:

Technology: Computer and Projector