Inquiry Based Lesson Plan

Teachers: John Dano, economics teacher, and government

teacher

Subject: Social Studies

Standard:
Strand 1: American History
Concept 10: Contemporary United States
PO 3. Describe how key political, social, environmental, and economic events of the late 20th
century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American wars/IranContra, End of Cold War, first Gulf War, September 11) affected, and continue to affect, the
United States.

Objective (Explicit):

Students will understand the basic issues surrounding the border and will go into more in depth
research on a topic that sounds interesting to them.

Evidence of Mastery (Measurable): Students will compare the organizer they created at the beginning of the project
with the one they will work on for this lesson plan. Their organizer will include their topic, Research regarding their
topic, and what significance that topic has to the United States and Mexico.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will understand how to use technology appropriately and respectfully.

Students will apply what theyve researched to their own life.

Key vocabulary: border, Mexico, United States, Bills, the

fence, immigration, environment.

Materials/Technology Resources to be used:

iPads, Microsoft Word, Graphic organizer,

Engage (Make content and learning relevant to real life and connect to student interest)
What are some of the relevant issues surrounding the border?

Explore

How could we solve these problems?

Teacher Will:

Student Will:

How can the issue or problem, related to the border,

be solved through creating a bill?

Ask questions within their groups.

Why is the issue important?

Students will focus on one particular issue, and after

discussion with their groups, they will begin
researching their particular issue, either through

books or iPads provided by the teacher.

Co-Teaching Strategy/Differentiation
The teacher will give them instructions and ask questions regarding the border.

Explain

The teacher will create posters that students will be able to comment on. The posters have questions
regarding a wide variety of issues related to the border.
Teacher Will:

Student Will:

How can we make our solution or enhancement a

reality?

Compare and contrast these issues or ideas for

solving or enhancing. They will use each other and
the teachers to explain further their issue.

Co-Teaching Strategy/Differentiation

Elaborate

Teachers will work together to help students understand the different aspects of their topic and help them to
question their issue based on why it is important to the United States and what they can do to solve or fix
the issue.
Teacher Will:

Student Will:

How will the solutions to your issue benefit and

support the well-being of the United States?

Create the organizer within each of their groups.

They will state their broader issue, the specific
subjects they want to find a solution to within the
issue, and how those subjects will be solved. To
further the information, students will also explain
how their solution will benefit the United States as it
relates to the border?

Co-Teaching Strategy/Differentiation
Each teacher will focus on students with issues related to their subject. John Dano will focus on anything
related to the history of immigration or any other matter not related to economics and politics. As the
students fully describe the reason the issue is so important, the teachers will ensure that they are also
thinking in terms of how it can be fixed. Each teacher will help students to hone in on a specific subject
within a given issue related to the border.

Evaluate
After completing the organizer, the students will work in their groups to begin work on the border model. They will
take ideas and comments on their organizers to make any physical changes to the border.