DAILY LESSON PLAN

Name: Brittany Stanford

Course: AP World History

Length of Lesson: 90 minutes

Grade Level: 10th

Unit Topic/Title:
Student Learning
Outcomes/Objectives
:
Standards Addressed:
Materials Required:

Global Conflicts and their consequences: the Interwar years and new
technology

Students will be able to analyze the interwar years including the

roaring twenties, the great depression, and the rise of extremism.
Students will be able to explore new technology, revolution in
science, and the environment.
6.1: science and the environment
6.2: global conflicts and their consequences
Propaganda poster, Inter-War Period Power Point, blank paper, coloring
utensils, textbook, Smart Board, John Green Crash Course

LESSON SEQUENCE
Estimated
Time
Needed
10
minutes

Detailed description of teaching and learning

Bell Work: WWI propaganda poster document analysis. While examining the
poster, students will answer the following questions:
What image of African soldiers does this poster suggest?
How does this image clash with previous European stereotypes of Africans?
What is conveyed by the juxtaposition of an African soldier and his French
counterpart fighting together?

5 minutes

Review graphic organizer on the Fall of Land Empires from last class

30
minutes

Direct instruction: Power Point on the Interwar Period

35
minutes

Student Activity: Students will create a magazine cover that is centered on

Revolution in science, new technology, and the environment. The cover must
include the title of the magazine, pictures on the cover, and 5 article teasers.

At the conclusion of the Power Point, students will write a brief summary of the
content we just covered. I will call on a few random students to share his/her
summary with the class.

Students will use their textbook pages 759-762 and internet sources to gather
information on the Revolution in science, new technology, and the environment that

will be conveyed on their magazine cover. The magazine cover must be thoughtprovoking and creative.
15
minutes

Wrap-Up: we will view John Greens Crash Course on the Great Depression
While watching, students will write two bullets of information covered in the Crash
Course that we learned about in class and two bullets of information covered in the
Crash Course that is new. This will be collected as an exit slip.

ASSESSMENTS
(INCLUDE FORMAL AND INFORMAL)
I will call on students randomly using the name cards for them to share their
answers about the propaganda poster. This will allow me to assess how well they
understand the message of the poster and the more general idea of the racial
stereotypes the existed in the early 20th century. This is an informal formative
assessment.
At the conclusion of the Power Point, students will write a brief summary of the
content we just covered. I will call on a few random students to share his/her
summary with the class. This will allow me to assess how well the students
understood the content covered in the Power Point. This is an informal formative
assessment.
The students magazine covers for the Science Revolution, new technology, and
the environment will be collected at the beginning of the next class period. They
will be graded for completion of all of the requirements for the activity. This will
be a daily grade and is considered a formal formative assessment
At the end of class, students will submit an exit slip based on John Greens crash
course on the Great Depression. I will read over these to assess how well students
understood the content in the video and how well they were able to make
connections between that and the material we covered during class. This is an
informal formative assessment.

HOMEWORK
Finish magazine covers if they were not completed in class
Take notes while reading pages 745-748 (stop when you get to Russian Civil War)
and pages 769-776