UMF Unit-Wide Lesson

Plan Template

Name: Zack Hubbard Program: For EDU 460 Course: AP US

History (APUSH)
Lesson Topic / Title: Levittown & 1950s Identity.

Lesson Date: 4/12/22 Lesson Length: 60min Grade/Age: 10th

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Based on the 1950s… Students will understand

how Communist sentiments build upon concepts Understanding outside influences,
such as Conformity, McCarthyism, HUAC (House such as Communism and the
Un-American Activity Committee, and sentiments sentiments built up at home can
of Communism affect the American way of life and help students approach why
identity during the 1950s citizens in America during the
1950s lived in conformity due to
living in fear as concepts such as
McCarthyism and HUAC would
point out American’s to be
“Communist” or “Un-American”

Content Standard(s) Instructional Decisions / Reasoning

History 1,(F1): Explaining that history includes the H1 (F1): Students will spend time
study of the past based on the examination of a examining some primary sources
variety of primary and secondary sources and how within this lesson and will more or
history can help one better understand and make less build an understanding on the
informed decisions about the present and future. * period, and will make informed
connections to past and present..
History 1, (F2): Analyzing and critiquing major not so much on the making
historical eras: major enduring themes, turning informed decisions explicitly.
points, events, consequences, and people in the
history of the United States and the implications for HI (F2): Students are going to be
the present and future. analyzing and critiquing the 1950s
with Levittown and in turn connect
to major themes of the time: Fear
of Communism, Conformity, and
McCarthyism During the decade.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Revised 07/19/2018
Group Discussions / Whole Class Discussions Group discussions make breaking
(Formative Assessment / Non Graded) up information easier, such as
primary source documents. With
that in mind, I’m not giving any
attached worksheets or other sort
of busy work as students will be
able to revisit materials as a way to
study for their approaching exam
and answer an essential question
pertaining to Communism in
1950s America.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Laptop(s) All items in the left-hand column

are needed to continue within the
Smart TV day. Laptop can be for students
who are absent that day… As well
Levittown Documents (Either Physically / Google as the teacher who needs it for
Classroom) display purposes to narrate /
continue with planned activities /
Ticky Tacky Boxes Youtube Video / Song → Discussion.
Lyrics added as well.
Lyrics to the song→ helpful in
following along as well as
breaking down the song for
students.

Smart TV→ For teacher use, to

display tasks on hand..

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Reasoning
1) What do we know about life on the
Homefront during the 1950s? What is 1) The idea is can we pinpoint
McCarthyism? What is sentiments towards changes that occur post
Communism? → Question leading into WWII? Initial Cold War
Group Brainstorm (Use the board for future feelings? Idea being can
reference?) 5-10min we see a shift in change?

Revised 07/19/2018
 2) Little Ticky Tacky Boxes → Song then 2) Garner interests with a
disperse the Lyrics into small groups, break song, and see if students
down the lyrics.. – 10-15min are able to pick up what the
3) Talk Levittown (Contextualize the town lyrics are dropping down as
then lead into)→ How is this town far as living in the 1950s
applicable to the song played prior? Discuss
McCarthyism, Conformity, and American 3) Drop Levittown
sentiments of Communism. 35-45Min documents, Primary source
4) If time → Replay Ticky Tacky Boxes… See documents and have
if students can build a connection to this students in small groups
song and Levittown directly. This can be look at the documents…
left out or added depending on what is Apply the docs to
gotten from this to begin with. McCarthyism, Conformity,
and Communism..

4) Explained within the left-

hand column.

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)

For students who qualify as needing more time for - Getting nearer to a final
an assignment → There is no assignment attached exam, and adding
to the in-class activities that are going to occur over additional items for
the 60-minute period. students to work on can
impede on time working on
Group Work → Gives students a chance to studying past materials.
collaborate and work together to find an end
result… Divides up the workloads during class
activities, but also accommodates those who need
more time to work on content.

Field Courses Only – Post lesson

Reflection

Revised 07/19/2018
Teaching Standards and Rationale

Revised 07/19/2018