This lesson is an examination of Executive Order 9066. By using several forms of media, students will grasp a full understanding of the causes and impacts of Executive Order 9066. Students will compare to past and current events to demonstrate a global understanding of historical events current events our nation encounters.
Students will use major events during the late 19th century to decide what a presidential candidate’s platform should be in order to improve the country at that time.
Students will identify ways in which the U.S. Constitution addresses specific grievances enumerated in the Declaration of Independence.
Students will work collaboratively in a variety of stations using maps of Europe and North America to practice their map skills. They will apply their knowledge about data to create graphs.
: Students will analyze primary sources, images, and speeches to form opinions about causal relationships and compare and contrast those opinions with historical documents.
As students rotate through learning stations, they analyze the Magna Carta, Mayflower Compact, and the English Bill of Rights. Students interpret the historical documents and draw conclusions as to how these docuemnts have influenced the U.S. system of government.
Students will correlate current events to constitutional grievances and create modern solutions.
Soft and Hard Skills for Success
Students will focus on learning and identifying hard and soft skills that can be used among a variety of careers.
Students will identify and analyze the constitutional principle of federalism and the major role it played in the Civil War in regards to the United States government.
This lesson is a comparison between the Bill of Rights from the United States and the Bill of Rights from Texas. By the end of the lesson, students will have an opportunity to discover how the understanding of the two constitutions can give them a brighter future, being more confident in their rights as citizens. Students will have the opportunity to collaborate with their peers and generate conversations guiding them to deepen their thinking about both constitutions.
Students will create a bar graph representing data about China, Japan, North Korea, South Korea, India, and the United States using information from a data bank. The data bank includes information on population, population density, gross domestic product, literacy rates, annual salary, infant mortality, and land area. Then, students will examine a light pollution map to make connections between the data presented and the bar graphs.
Students will examine several items related to the First Amendment and respond to the teacher-created questions. Student groups will present their conclusions to the class.
Students will critically read a primary source in order to identify and explain the impact of Washington’s Farewell Address.
Given background information, students will be able to identify economic, social, and political issues surrounding the Gilded Age. Students will identify significant historical figures associated with the Gilded Age.
The student understands the causes of the Great Depression.
Given primary and secondary sources of information about selected New Deal measures (e.g., the creation of the Civilian Conservation Corps or the passage of the Agricultural Adjustment Act), students will analyze how these measures affected various regions of the United States.
Given background information, students will identify the social and economic impact of World War II on the American home front, such as the Great Depression, rationing, and increased opportunity for women and minority employment.
Students will identify ways in which Cold War tensions were intensified.
Given a timeline, students will understand the political, economic, and social impact of selected U.S. political leaders on the world from the 1970s into the 21st century.
Given background information, students will describe the changing role of the United States as a world power during the Carter Administration.