NEASC+Ben+Max

Ben Max

Introduction to the Progressive Movement - USII team common lesson
Lesson is an introductory lesson to the Progressive Movement, but students need background knowledge of the second Industrial Revolution, especially the problems that originated during the late 19th century. (scroll down on this page for lesson resources and student work)

Lesson will be followed by:
 * A lesson in which students examine an overview of the Progressive Era, including 16 of its major developments, including new laws and organizations.
 * [[file:Progressive Laws matching.docx]]
 * An inquiry-based small research project in which students choose one problem dealt with by Progressives and investigate it more deeply, eventually creating a product that shows in-depth understanding of one issue and the Progressives work to address it.

Lesson Resources








"Woman Suffrage Headquarters" - Ohio, 1912 - I See / I It Means Image Analysis"

 * Student || Work || Rubric ||
 * E || [[file:I-It Eric.pdf]] || [[file:I-It rubric - Eric.pdf]] ||
 * S || [[file:I-It Sherri.pdf]] || [[file:I-It rubric - Sherri.pdf]] ||
 * K || [[file:I-It Kenya.pdf]] || [[file:I-It rubric - Kenya.pdf]] ||

The Panama Canal and American imperialism - US History II
Lesson is in a series of lessons about American imperialism, a series that also includes lessons on the American annexation of Hawaii, the Spanish-American War, the annexation of the Philippines, and the Open Door Policy in China. This lesson includes acquisition of new content knowledge as well as a curriculum embedded performance assessment (CEPA) which asks students to assume one of two perspectives on imperialism and to write a foreign policy speech discussing the Panama Canal as well as other American imperialism.

Lesson Plan

Lesson Resources





Student Work Cover Sheet

Student Work
 * Student || Expectations || Speech || Rubric ||
 * Henry || Below || [[file:Henry Speech.pdf]] || [[file:Henry Speech Rubric_1.pdf]] ||
 * Kaitlyn || Meets || [[file:Kaitlyn Speech.pdf]] || [[file:Kaitlyn Speech Rubric.pdf]] ||
 * Lisa || Exceeds || [[file:Lisa Speech.pdf]] || [[file:Lisa Speech Rubric.pdf]] ||
 * Lisa || Exceeds || [[file:Lisa Speech.pdf]] || [[file:Lisa Speech Rubric.pdf]] ||

Curriculum Embedded Performance Assessment - Policy Perspective Simulation
This lesson is focused on the application of knowledge and the development of critical thinking skills. It is the second rendition of an activity in which students take on a particular historical perspective in analyzing American Cold War policy and creating their proposals for foreign policy moving forward from a major historical event, first the Korean War, then the Vietnam War. The first time, students completed this simulation as if it was 1953 and the Korean War had just ended. The second time, students were "placed into the history" in 1975, after American troops had left Vietnam and the South Vietnamese were again under attack from the North. In both cases, students took on a historical persona (ex. President Eisenhower) and participated in discussion and debate in order to re-evaluate American policy and make a proposal for the future.

Students were presented with the directions and the rubric (see below) before beginning the simulation and had an opportunity to read both and ask questions. Students were asked to choose their own initial groups of 4. As a whole class, the students brainstormed, discussed, and voted on which 5 perspectives would be taken on through this simulation - the decisions were former President Nixon (and his advisers), President Ford (and his advisers), the American public, the Democratically controlled Congress, and Military leadership. Groups of 4 were then able to choose a perspective (first come, first serve style) and once perspectives were determined, each group began individually, then collectively figuring out what their perspective would have entailed in 1975. After these groups came to some conclusions, each student became a representative of their perspective in groups of mixed perspectives, in which students were tasked with embodying their perspective, debating with those representing other perspectives, and creating a group policy. The final product was each group writing down and then verbally articulating a plan for American Cold War foreign policy for the immediate situation in Vietnam and moving forward in approaching Cold War issues.

NEASC Cover Sheet:

Directions: Teacher Key for Directions: Rubric for performance of simulation:

Student Work & Rubrics