UBD Lesson Plan

Brant Parriott

UBD Lesson Plan Template

Topic/Theme: Arguments for and against prohibition Time frame: 2 class periods, 90 minutes and 45 minutes. Class/Grade Level: U.S. History 11th

Understanding Prohibition
Lesson Summary Students will play the role of a historic group that fought either for or against prohibition during the 1920s. Lesson Objective(s) 1) After direct instruction on prohibition, and examining primary sources students will create a propaganda poster that details the argument of an assigned group that was fighting for or against prohibition. 2) Students will be able to construct an argument for or against prohibition from the point of view of an assigned group. Materials/Resources required Clip from Ken Burns Prohibition found at: http://www.pbs.org/kenburns/prohibition/watch-video/#id=2082553844 Overhead projector/white board Attached supplementary materials Poster paper and markers

UBD Lesson Plans

UBD Template

Desired Results
Established Goals: (Including state standards) Understand processes such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. Understand facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues.

Essential Questions: Why did the U.S. Government create an amendment to ban alcohol? Why was that amendment repealed? Understandings: Students will understand that Different forces drive the U.S. to change laws. Social change occurs over a period of time. People cause change to occur. Knowledge: Students will know That the 18th amendment was a law that banned alcohol in the U.S. The 20th amendment repealed the 18th amendment. The Volstead Act was the legislation that enforced the 18th amendment. Skills: Students will be able to Create an argument for or against prohibition.

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UBD Lesson Plans

UBD Template

Assessment Evidence
Performance Tasks/Formal/Summative Assessment: Task / Assessment 1) End of unit performance assessment. UP Connects U: 1-5 S: 1-5

Other Evidence/Informal/Formative Assessment: Task / Assessment 1) Students will present a propaganda poster that demonstrates the arguments from primary sources. 2) Students will construct an argument for or against prohabition. UP Connects EQ: 1-2 S: 1

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UBD Lesson Plans

UBD Template

Detailed Steps/Procedures Learning action INTRO: Students will be asked to answer the following review questions as they enter the room: What was the 18 Amendment? Why do you think this law was passed? 1) Ask students to share their response, discuss predictions. Use the time to review. 2) Next, explain to the students many different opinions shaped the process to create the 18 amendment. Make sure they understand this point. Compare to relevant events today. 3) Show the video clip from Ken Burns Prohibition. 4) After the video, explain to the students that six different organizations were presented in the video. Each one had unique opinions on why or why not the nation should prohibit alcohol. Tell the students that today they will play the roles of one of those organizations. Distribute the graphic organizer that helps the students classify the different arguments. Explain to the students that they will need to examine primary sources and find the arguments present. Each student should write every argument they find in the corresponding cell on the graphic organizer. 5) Next, divide the students into 6 different groups. The students will be sorted based on their abilities. These groups should be determined by a pre-assessment. Each assigned group is designed with a different level of difficulty. Groups need to be assigned accordingly. Students will begin be reading the description of their assigned organization. Next, distribute the primary sources to the groups and have them begin to evaluate the documents. Walk the classroom and visit with each group. Ask questions to assess the students understandings of the documents. 6) Once you feel the students have a good understanding of the arguments of their assigned organization, explain the next portion of the assignment. Each group will create a propaganda poster for their assigned organization. The poster should detail the arguments found in the primary sources. The posters should show all of the arguments the students uncovered in their inquiry. Again, continue to observe and interact with each group to assess their understandings. Students should be aware that they will be presenting their findings to the class. 7) After all groups have completed their poster have them return to their seats. Call up each group to individually present their poster. All the students should add the arguments of each organization to their graphic organizer.
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Time (mins) 2-3 5 5 10

15-30

15-30

15

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UBD Lesson Plans

8) Once all groups have presented, engage the students in a discussion. Stress to the students that different groups influence law making in our country. Stress the importance of making clear, concise arguments in order to influence change in our country. 9) Finally, distribute the assessment portion of the lesson. Explain to the students that they will now write a letter to congress playing the role of the organization they were assigned. Prohibition Differentiation lesson

UBD Template

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