American History
By Gilbert Stuart, 1796 (detail). National Portrait Gallery, Smithsonian Institution; owned jointly with Museum of Fine Arts, Boston

Coach Leaders:

Beth Sahd and Mardy McGaw

Download Lesson Plan format/template :


Differentiated Technology Lesson Plan

created by Cherly Cappizzoli

Web 2.0 Guru

Tools by SUBJECT

21st Centrury Learning

21st Century Skills

**Route 21 / 21st Century Skills

NETS Standards

New Bloom's Taxonomy

Lesson Planning Documents

Available from the PDE Ed Hub

Standards Aligned Systems (SAS)

Assessment Tools

  1. Rubistar:
  2. Teach-nology:

Lesson Topic: Digital Storytelling

Summary: Our extravagant lesson has been created to show the students how history is important to them! Teachers, let me ask you a question. How many students tell you that history does not affect them? That "dead guys and dates" bore them? Or my personal favorite "This has nothing to do with me." Well, once the students become engaged in our "Why does history matter" activity, this will change. They will become engulfed in the decades of United States history. What seems like a fun activity to them will also be a valuable learning experience. The students will research, create and take part in the decades of the United States from the 20's until now. Once this is finished, the students will take part in a discussion explaining how the decades of the United States all have an impact on our lives today. Take a step and take a click, your past really does affect the present.

Group Members: Diane Shirk, John Karavage, Candace Boyer

Insert Lesson Document Here:

Lesson Topic:Voices & Visions of the Vietnam Era

Summary: Through the utilization of this lesson students will garner a greater appreciation for the advent of popular uprisings as acceptable methods of changing governments to enhance the lives of citizens, with the primary focus as the Vietnam Era. This phenomenon stems from the Enlightenment-era theory that governments are created to protect the people and serve their interests. Throughout American history we will allow students to explore and evaluate various movements, protests, and data related to the project. The outcome of the lesson, as evidenced through the critical analysis essay and the defense of student opinion, will be to encourage students to take a more active role in government and evaluate the appropriate methods of change in the American democratic system.

Group Members: Terry Newman, Terry Chmil & Dana DePaul

Insert Lesson Document Here:

Lesson Topic: 1820-1857 Slavery Compromises Summative Assessment & Compromise Synthesis

Summary: Students will review and evaluate their own knowledge of the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act of 1854, and the Dred Scott decision through a collaborative GoogleDocs presentation. The assignment workload will be divided equally between partners and will be worked on simultaneously, cooperatively, and competitively (each student will represent a different sectional viewpoint on each item). Each piece of legislation/law regarding slavery will be discussed in terms of its provisions, Northern & Southern views, and eventual consequences. Students will then be charged with the task of synthesizing an original compromise on the issue of slavery. This will then be outlined and presented in a 4-5 slide GoogleDocs presentation in front of the class. Functioning as a mock congress, the class will then proceed to a debate and vote on the various compromise proposals.

Group Members: Kenni Jo Bohr, Ben Feeney, Timothy Spiegel

Insert Lesson Document Here:

Lesson Topic:Presidential Election of 1912

Summary: Students will be creating a public service announcement addressing societal issues of the decade.

Group Members: Adel Mousetis, Geoff Lapp, Brad Conners

Insert Lesson Document Here: