Lesson Plan # 1 Secondary History / Social Studies

Course Lesson Topic / Unit Name Instructor Date(s)

American History II Post-War Society / 1950s Zoey Hanson Mon: 04/26
Lesson Essential Question (LEQ) or Students will be able to analyze the causes and effects of 1950s society and culture.
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.7.3: Explain the impact of wars on American society and culture since Reconstruction

● AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.

Activity Details of Activities Purpose-Rationale Time

Pre-Lesson Show students this video "Into the suburbs," an ● Visual literacy 20 Minutes
How do you prepare students for content & skills advertisement developed by Redbook that ● Problem identifying skills
acquisition, or use students’ prior knowledge? How illustrates American consumerism and describes ● LLO
do you open this new lesson? the American Dream of the time perfectly. ● NCES
Lead a large group discussion on what is seen in
the video. Would students like to live in the
1950s suburbia? What did they notice about
consumerism? Importance of family? Gender
roles? etc. Why do you think the 1950s were
this way?
Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Levittowns and Suburbia them the content needed to achieve the
- Marriage and the Nuclear Family learning objective and NCES.
- Conformity
- Automobiles and Interstates
- Migration to the Sunbelt
- Television and Film
- Consumerism and Business Growth
- Food and Restaurants
Keep students engaged by asking them questions
throughout the lecture. This can include

ASU Dept. of History· History Education Program· 2020-2021

 questions about previous content, prompting
questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Pull up the 1950s ads from this google slide. ● Visual literacy 15 Minutes
How will students practice new content and skills Have students discuss the following questions ● apply knowledge to abstract concepts
by working with classmates? How does this activity
with the people around them: ● NCES
promote historical thinking skills and using ● Race and gender relations: LLO
primary/secondary sources? "What ideas do these images represent?"
"What kind of people are shown in these ads?"
"How are these images representative of the
1950s?"
"What do these ads tell us about race relations
of the 1950s?"
"What do these ads tell us about gender norms
of the 1950s?"
Adjustments If students struggle with material…. ● Helps clarify for students to make
What adjustments will you make if students Focus on how each topic within the powerpoint connections between concepts
struggle or progress too quickly (before advancing
contributes to the nuclear family, conformity, ● cause and effect
further)? ● LLO
suburbia ideals including: Automobiles, highways,
restaurants, television, etc. Ask students to ● NCES
theorize about why these things expanded
during the 1950s and how that relates to the
conformity idea. (this should be a large group
discussion)

● Helps students stay on track to be

If students progress too quickly….
successful in the classroom.
Provide them additional time to complete
upcoming or missing assignments.
Extending & Refining II (individual) Students should work individually on their 1950s ● Helps students stay on track to be 20 Minutes
How do students (and teacher) know if they are People, places, and things (PPTs), as well as their successful in the classroom.
mastering the content and/or skills for this lesson? test corrections from the Cold War summative
[Formal, informal assessments to measure learning] assessment.
Closure Ask students how do we see the effects of this ● Connection to 21st century 5 Minutes
How do students put it all together for today’s culture of the 1950s in our culture today? ● LLO and NCES
lesson? The closure activity helps tie this lesson to -Students should begin making connections such
the overall unit. Re-emphasize LEQ/LLO, as highways and suburbs today.
UEQ/ULO, and “big picture” understanding
Formative - Informal Summative - Formal

ASU Dept. of History· History Education Program· 2020-2021

Assessments ● Opening: Students should demonstrate their ability There is no summative assessment in this lesson.
to make connections between the current unit and
previous units, and potentially upcoming units.
● Extending and Refining I: Measures students ability
to consider an image and apply what they have
learned to the image to further their understanding
of the time period.
● Closing: Students must consider all aspects of the
lesson and then use this knowledge to make
connections to America today.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● Everhart, Jeff. "The 1950s." PowerPoint. Davidson ● Try to keep things basic and short- you may love
Where did you find helpful information, primary &
County, NC. suburbia stuff but that doesn't mean students need
secondary sources, and lesson plan ideas?
● “In the Suburbs : On Film, Inc.” Internet Archive. the extensive details
Redbook Magazine, 1957.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 1 Secondary History / Social Studies
Honors American II: Needed to slow down pacing last week: See Black Power Movement Lesson from Week 14 lessons.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 2 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
American History II 1950s Popular Culture / 1950s Zoey Hanson Tues: 04/27
Lesson Essential Question (LEQ) or Students will analyze the cause and effect of 1950s popular culture.
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.4.4: Analyze the cultural conflicts that impacted the United States since Reconstruction and the
compromises that resulted
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson Play for students this video of Elvis singing and ● Cause and Effect 10 Minutes
How do you prepare students for content & skills dancing to "You Ain't Nothing But A Hound ● Compare and Contrast
acquisition, or use students’ prior knowledge? How Dog." ● LLO
do you open this new lesson?
Ask students:
-What do you notice about Elvis' music and
dance?
-How is Elvis' music and dance different from the
past? Does it have any similarities?
-How might Elvis be representative of popular
culture during the 1950s?
Acquisition Using Mr Everhart's pre-made PowerPoint (with The acquisition is largely instructor based but 30 Minutes
How will students acquire new content or skills? Is additions made by myself), the instructor should includes students through critical questioning.
acquisition teacher or student-centered? give a lecture addressing the following topics: The information shared with students provides
[Explain lesson goals by emphasizing LEQ/LLO] - Medical Advancements them the content needed to achieve the
- Education learning objective and NCES.
- Literature
- Religion
- 1950s Youth
- Fashion and Fads
- Rock and Roll
- The Beatniks
- Poverty and the Inner City

ASU Dept. of History· History Education Program· 2020-2021

 - Mexican Americans and Native
Americans
Keep students engaged by asking them questions
throughout the lecture. This can include
questions about previous content, prompting
questions to help students reach conclusions, or
critical thinking questions
Extending & Refining I (group) Ask students to verbally redefine the term ● Cause and Effect 15 Minutes
How will students practice new content and skills "conformity" from yesterday. Ask students to ● Compare and Contrast
by working with classmates? How does this activity find one example from today that fits into this ● Critical thought
promote historical thinking skills and using idea of conformity. Why does it match 1950s ● Relation to 21st century
primary/secondary sources?
conformity? ● NCES
Now ask students to find two examples from ● LLO
today that DO NOT fit into the idea of 1950s
conformity? Why?
Ask students if any of them would like to live in
the 1950s. Why or why not?
Finally ask students to discuss with a partner
what they think of the 1950s as a whole. Were
the 1950s really a time of conformity or were
they the beginning of rebellion (think 1960s)?
Allow students to share.
Do students think we are in a time period of
conformity today? why or why not?
Adjustments If students struggle with material…. ● Compare and Contrast
What adjustments will you make if students Ask students to make connections to each of the ● NCES
struggle or progress too quickly (before advancing
concepts in the acquisition to previous lessons ● LLO
further)?
on the 1920s. How does this concept reflect
what we already know about the 1950s? Do you
think this concept matched 1950s America or
does it seem counter-intuitive? (This should get
students comparing poverty to consumerism and
Inner City to Suburbia, etc)

If students progress too quickly….

Ask students to pick one small part of popular ● Research skills
culture from the 1950s (one song, one book, ● Cause and Effect
one fashion style, etc). Students should conduct ● Compare and Contrast

ASU Dept. of History· History Education Program· 2020-2021

 research about that thing- When finished, ask ● NCES
students to share: why is it important to 1950s
culture? How is it representative of the 1950s?
Hoe is different or similar from life before the
1950s?
Extending & Refining II (individual) Show students the second half of this youtube ● Provides context for students 25 Minutes
How do students (and teacher) know if they are video The Century: America's Time: Happy ● Retouches on things students have learned
mastering the content and/or skills for this lesson? Daze. Students should complete their viewing while providing additional anecdotes and
[Formal, informal assessments to measure learning] guide and turn it in on Canvas. information.
Closure Ask students to give a short (3-5 sentence) ● Cause and Effect 10 Minutes
How do students put it all together for today’s response How might the 1950s lead to the ● LLO
lesson? The closure activity helps tie this lesson to 1960s- think counterculture, Civil Rights, ● NCES
the overall unit. Re-emphasize LEQ/LLO, Feminism, etc.
UEQ/ULO, and “big picture” understanding
Formative - Informal Summative - Formal
Assessments ● Opening: Students should be able to pick out key There is no summative assessment in this lesson
aspects of Elvis
● Extending and Refining I: This discussion will show
that students can make connections across lessons
and consider ALL aspects of the 1950s, not only the
"happy" parts. Students need to consider all aspects
of the 1950s to develop and defend an opinion
regarding the 1950s.
● Closing: Students should make connections between
everything they have learned about the 1950s and
how it connects to the upcoming units (1960s:
Counterculture, Civil Rights, etc)
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● The Century: America's TIme - 1953-1960: HAppy ● REMEMBER TO CALL ON VIRTUAL STUDENTS
Where did you find helpful information, primary &
Daze. YouTube. American Broadcasting Company, AND HAVE THEM PARTICIPATE
secondary sources, and lesson plan ideas?
2013.
● Everhart, Jeff. "The 1950s." PowerPoint. Davidson
County, NC.

ASU Dept. of History· History Education Program· 2020-2021

● Film & Music: Elvis Presley Hound Dog 1950's.
Youtube. American Monarch Film Festival, 2017.
[Link]

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 2 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
Honors American History II Other Social Movements / Civil Rights Zoey Hanson Tues: 04/27
Lesson Essential Question (LEQ) or How did social movements of the 1960s shape and change American society?
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.8: Analyze the relationship between progress, crisis and the “American Dream” within the United States.

● AH2.H.1.3 Use Historical Analysis and Interpretation to:

1. Identify issues and problems in the past
2. Consider multiple perspectives of various
peoples in the past.
3. Analyze cause-and-effect relationships and
multiple causation.
4. Evaluate competing historical narratives and
debates among historians.
5. Evaluate the influence of the past on
contemporary issues
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson Play the songs "You Don't Own Me" and "Mad ● Intro to changing culture in the 15 Minutes
How do you prepare students for content & skills About the Boy," links included below. Ask 1950s/60s: LEQ
acquisition, or use students’ prior knowledge? How students to listen to the lyrics of each of the ● What was life probably like for these
do you open this new lesson? songs and write down their thoughts as the song individuals: NCES
plays. They can write down specific lyrics or just ● Identify issues
general thoughts they have. When the songs are ● Cause and effect
over ask students the following questions:
"What are the main ideas of the songs?"
"Both of these songs were written in the early
1960s. Why do you think these artists felt
confident enough to share these ideas?
Acquisition Split students into 5 groups. Students may pick ● Development of research skills 45 Minutes
How will students acquire new content or skills? Is their own groups based on interest in a ● Students directly identify the cause and
acquisition teacher or student-centered? movement, as long as groups are roughly equal in effect of the movement on America: LEQ
[Explain lesson goals by emphasizing LEQ/LLO] number. Assign each group a different social ● Goals of each movement: NCES
movement from the 1960s. This includes… ● Application to 21st century issues
-The Second-Wave Feminist Movement
-The Gay Rights/Liberation Movement
-The American Indian Movement

ASU Dept. of History· History Education Program· 2020-2021

 -The Chicano Movement
-The Environmental Movement
Ask each group to do some research on the
movement using their textbook, notes, or the
internet via chromebooks. Ask students to
create a google slide (based on this one) about
their assigned movement. This should include a
timeline of the movement's important events,
brief biographies of 1-2 important leaders, the
goals of the movement, and any legal or social
changes caused by the movement.
Extending & Refining I (group) Students will share their research with the rest ● Teaches students about movements they 20 Minutes
How will students practice new content and skills of the class, teaching their peers about their otherwise would not learn about.
by working with classmates? How does this activity specific movement.
promote historical thinking skills and using
primary/secondary sources?
Adjustments If students continue to struggle with the
What adjustments will you make if students material… ● Visual literacy skills
struggle or progress too quickly (before advancing
Show students a photo (included in this google ● Cause and effect
further)?
slide) from each of the movements and, as a
class, work through how that photo illustrates
and relates to what the group assigned to that
movement just shared.

If students progress too quickly…

this time can be used for students to do more ● Allows for clearer, more coherent
in-depth research in their groups or give them responses
more time in refining II so they are less likely to
have homework.
Extending & Refining II (individual) If time permits, students will be given a handout ● Primary source analysis (If time
How do students (and teacher) know if they are with a primary document from each of the ● Problem identifying and solving skills permits)
mastering the content and/or skills for this lesson? movements they have been studying (included ● Changes associated with the movement:
[Formal, informal assessments to measure learning] below). Students should use this time to begin NCES and LEQ
this assignment. Students should read each
document. and answer the following question for
each This can be done individually or with
groups.

ASU Dept. of History· History Education Program· 2020-2021

 "What does this document tell you about the
goals of the associated movement?"
"Based on this document and what you know
about the movement associated with it, how
would what is stated in the document change
American society?"
-LGBT Movement Document
-Feminist Movement Document
-AIM Movement Document (pg 1-3)
-Chicano Movement Document
-Environmental Movement (The Beginning)
Document
Closure Ask students what movement, other than the ● Impact on America today: LEQ and NCES 10 Minutes
How do students put it all together for today’s one they researched stood out to them and why.
lesson? The closure activity helps tie this lesson to Which one of the movements discussed today
the overall unit. Re-emphasize LEQ/LLO, do students think has the most impact on
UEQ/ULO, and “big picture” understanding
America today?
Formative - Informal Summative - Formal
Assessments ● Acquisition: Measures students ability to There is no summative assessment in this lesson
successfully conduct research and apply what they
learned to their understanding of the various
movements. They should then be able to
successfully inform their peers of what they
learned- showing a mastery of at least one
movement
● Extending and Refining II: Shows students ability
to apply what they learned about EACH
movement to a variety of primary sources.
● Closing: Students should consider everything they
learned, and develop and support an opinion
regarding American society today.
Materials & Supplies ● Student chromebooks OR
printed versions of all
assignment
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s lesson? ● Try to remind students to keep an open mind and to
Where did you find helpful information, primary &
be respectful - even if they don't agree with a
secondary sources, and lesson plan ideas?

ASU Dept. of History· History Education Program· 2020-2021

● à la elvis. "Mad About The Boy- Gene movement for whatever reason they should still be
Howard."Youtube Video, 2:37. January 3, 2017. able to appreciate the changes it made to America's
[Link] culture and politics.
● Bologna, Caroline. “17 Feminist Songs That Were
Ahead Of Their Time.” HuffPost. HuffPost,
December 5, 2016.
[Link]
hat-were-ahead-of-their-time_n_56fc6b46e4b0daf5
3aeeaf5a.
● “Broadcast for Chicano Educational Development.”
University of Washington Archives. United
Mexican-American Students, May 5, 1969.
[Link]
ocs/pdfs/[Link].
● Chisholm, Shirley. “Equal Rights for Women /
Women's Liberation Movement Print Culture /
Duke Digital Repository.” Duke Digital Collections.
Accessed April 5, 2020.
[Link]
.
● Colon, Shayla. “¡Ya Basta! Exhibit Commemorates
East LA High School Walkouts and Today's
Student-Led Protests.” Latino USA. National Public
Radio, July 9, 2018.
[Link]
● Hayes, Dennis. “The Beginning.” The Spector of
Environmentalism. Environmental Action, 1970.
[Link]
06/[Link].
● Johnson, Phil. “A Letter from Phil Johnson to
Circle of Friends Board Members Outlining the
History of the Organization.” A letter from Phil
Johnson to Circle of Friends board members
outlining the history of the organization. | DPLA.
UNT Archives. Accessed April 5, 2020.
[Link]
mpact-on-the-gay-liberation-movement/sources/14
08.
● Kohout, Sarah, Genevieve Huard, and Lynda Foster.
“The Women's Caucus Would like to Wish Gloria
Steinem a Happy Birthday!” Young Democrats of

ASU Dept. of History· History Education Program· 2020-2021

 Washington, May 29, 2019.
[Link]
us-would-like-to-wish-gloria-steinem-a-happy-birth
day/.
● Livermore, Earl. “An Excerpt from an Interview
with Earl Livermore about the Indians of All Tribes
(IOAT) Occupation of Alcatraz, 1970.” An excerpt
from an interview with Earl Livermore about the
Indians of All Tribes (IOAT) occupation of Alcatraz,
1970. | DPLA. University of Utah. Accessed April
5, 2020.
[Link]
n-movement-1968-1978/sources/1329.
● “The Modern Environmental Movement.” PBS.
Public Broadcasting Service. Accessed April 5,
2020.
[Link]
ures/earth-days-modern-environmental-movement/
.
● “The Movement.” Rachel Carson & the
Environmental Movement. Accessed April 5, 2020.
[Link]
[Link].
● Tobin, Kay. “Barbara Gittings in Picket Line,
Enlargement.” NYPL Digital Collections, 1965.
[Link]
650-a3d9-e040-e00a18064a99.

ASU Dept. of History· History Education Program· 2020-2021

Lesson Plan # 3 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
American History II Cold War & 1950s Zoey Hanson Wed: 04/28
Activity Details of Activities Purpose-Rationale Time
Remote Assignments Students should use the remote day to complete This ensures students can continue to work 90 Minutes
any late or incomplete assignments. If they are toward achieving the standards of the unit
caught up, students should work on upcoming while developing their skills and working on
assignments. All students should complete the their content knowledge. This also ensures
Cold War end-of-unit test if they have not students can be successful in the classroom by
already. If they have completed it, they may work pushing them to complete any and all missing
on test corrections. assignments.

Lesson Plan # 3 Secondary History / Social Studies

Course Lesson Topic / Unit Name Instructor Date(s)
Honors American History II Civil Rights Zoey Hanson Wed: 04/28
Activity Details of Activities Purpose-Rationale Time
Remote Assignments Students should use the remote day to complete This ensures students can continue to work 90 Minutes
any upcoming assignments such as their toward achieving the standards of the unit
textbook reading. They should also complete any while developing their skills and working on
missing or late work. Students should prepare their content knowledge. This also ensures
for their upcoming end-of-unit exam on the students can be successful in the classroom by
Cold War and Civil Rights pushing them to complete any and all missing
assignments.

04/29 - 04/30: End of Student Teaching

ASU Dept. of History· History Education Program· 2020-2021