UNIT PLAN

 

 

 

Unit Author
First and Last Name	Todd Terrill
Author's E-mail Address	tat160830@utdallas.edu
Course Name(s)	United States History
Course Number(s)	3
Course Section(s)	5
School City, State, Zip	Lone Star High School, Texas, 75034
Instructor Name(s):	Todd Terrill

 

 

 

 

Student Objective/Learning Outcome:

Explain: how modernization and changing social and political views affected the American people and government.

 

Identify:  the change of the American political system from President Nixon to President Obama.

 

Targeted State Standard/Benchmark TEK’s:

2.   analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;

29.   Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

4.   discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009;
3.   describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders;

19.   Government. The student understands changes over time in the role of government. The student is expected to:

2.   identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act;

14.   Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:

1.   describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror;

11.   History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to:

2.   describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength;
1.   describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente;

10.   History. The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to:

6.   determine the reliability of information available through electronic media.
5.   discuss the impact of computing and computing related advancements on society; and
4.   understand the safety risks associated with the use of social networking sites;
3.   investigate measures such as passwords or virus detection/prevention to protect computer systems and databases from unauthorized use and tampering;
2.   demonstrate proper digital etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and on intranets;
1.   discuss copyright laws/issues and model ethical acquisition of digital information by citing sources using established methods;

5.   Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected to:

2.   use a variety of resources, including other subject areas, together with various productivity tools to gather authentic data as a basis for individual and group programming projects.
1.   construct appropriate electronic search strategies; and

3.   Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected to:

6.   use the Internet to create and publish solutions;

1.   Creativity and innovation. The student develops products and generates new understanding by extending existing knowledge. 

 

Procedures/Activities:

• GimKit -  https://www.gimkit.com – On the last day of the unit, students will divide into teams of four to compete on GimKit in order to assess what they have learned in the prior classes during the unit.

• Smithsonian Learning Lab - https://learninglab.si.edu – Students will search Presidential portraiture and chose 3 presidents Nixon to Obama eras.  They will then do a primary source analysis on the 3 presidents that they have chosen.

• Digital History - www.digitalhistory.uh.edu – The students will watch “America Becomes A World Power” to understand how modern-day presidents are influenced by the past, and the expectations that they must meet.  The class will then be led to an open discussion over what they have learned and what they perceive as challenges during the presidency of past and then future presidents. Students will be given a worksheet containing information on presidents Nixon, Ford, and Carter.  They must read the front of the sheet and answer the questions on the back. Students will then be given instructions for the amazing race to the finish group project and begin procedures in gathering information of presidents from Richard Nixon to Barak Obama.  Upon completion, they will be given a “figure it out” worksheet.  The students will complete the worksheet using their notes.   The worksheet will be turned in, and students will begin working on their BOK (Book of Knowledge), referencing chapters 17 and 18 from their Chrome Books, and using the online text of the chapters.   

• Flip Grid – Students will make a 3-minute video presentation on what they have learned from the Brain Pop (formative assessment).  The students are welcomed to use any effects, dub overs, or picture etc.…

• Brain Pop – https://www.brainpop.com – Students will be shown a short movie about the presidents.  The students will need to take notes for further use in class during the unit.

• Kahoot -  https://kahoot.it/ - Students will log into the app with a pre-assigned PIN number.  They will then participate in a technology based KWL to determine any prior knowledge before the full lesson begins so teacher can assess prior knowledge concerning the presidency of the United Stated States from Richard Nixon to Barak Obama.

SAMR:

6. GimKit – Augmentation – this app allows immediate assessment with a fun competition between students.
5. Smithsonian Learning Lab – Modification – research tasks are being streamlined using technology and become more productive.
4. Digital History – Substitution – The presentation is streamlined using technology.
3. Flip Grid – Redefinition / Modification – common presentations are enhanced using app-based technology to create a permanent record that can also be edited.
2. Brain Pop – Substitution – this computer program enhances learning through the efficiency of technology.
1. Kahoot – Augmentation – this is for the purpose of taking a preliminary quiz based on the KWL method.

 

Materials and Resources Required for Unit (Include technology tools including apps, hardware, software, etc. and printed materials.

Pen / pencil Notebook paper Presidential information sheet with questions BOK on Unit 10 – Modernization of America & Contemporary Issues Figure it out worksheet Primary Source analysis sheet Chrome Book or Laptop Access Codes for all apps:  Kahoot Brain Pop Flip Grid Digital History Smithsonian Learning Lab GimKit

 

 

Internet Resources:

Kahoot -  https://kahoot.it/ - Students will log into the app with a pre-assigned PIN number.  They will then participate in a technology based KWL to determine any prior knowledge before the full lesson begins so teacher can assess prior knowledge. Brain Pop – https://www.brainpop.com – Students will be shown a short movie about the presidents. Flip Grid – Students will make a 3-minute video presentation on what they have learned from the Brain Pop (formative assessment). Digital History - www.digitalhistory.uh.edu – The students will watch “America Becomes A World Power” to understand how modern-day presidents are influenced by the past, and the expectations that they must meet. Smithsonian Learning Lab - https://learninglab.si.edu – Students will search Presidential portraiture and chose 3 presidents Nixon to Obama eras.  They will then do a short primary source analysis on the 3 presidents that they have chosen. GimKit -  https://www.gimkit.com – On the last day of the unit, students will divide into teams of four to compete on GimKit in order to assess what they have learned in the prior classes during the unit.

Accommodations for Differentiated Instruction
	Resource Student	Cooperative Groups with high, low, and medium functioning students to share in research Formative assessment by essay, speech, art/drawing, oral presentation, or computerized presentation
	Gifted Student	Assigned Flip Grid Project Assigned essay

 

RUBRIC FOR STUDENTS:

Domain 1: Development, Analysis, and Interpretation. How well you demonstrated an understanding of all parts of the assigned task.

 Your attempts to address the assigned task were unclear or incorrect.  Ideas and relationships related to the task were not addressed.  Your ideas were unclear, irrelevant, or incorrect.  You did not write enough to demonstrate an understanding of the assigned task

1

 You addressed the assigned task, but explanations were incomplete.  Ideas and relationships related to the task were only partially addressed.  Historical facts, events, and concepts were minimally developed.  Some of your ideas were focused on the assigned task.

2

 You explained most parts of the assigned task with some details.  You included analysis of some ideas and relationships related to the task.  Historical facts, events, and concepts were developed.  Most of your ideas were focused on the assigned task.

3

 You explained all parts of the assigned task with specific details; one part may not be as fully developed as the others.  You included an effective analysis of ideas and relationships related to the task.  Historical facts, events, and concepts were well developed.  Most of your ideas were focused on the assigned task.

4

 You fully explained all parts of the assigned task with specific details.  You included an in-depth analysis of ideas and relationships related to the task.  Historical facts, events, and concepts were fully developed.  All of your ideas were focused on the assigned task.

5