Lesson Plan Database
Troup County School System has compiled a database of American history lesson plans for teachers, students and parents. These lessons are searchable and can be downloaded for future reference.
| QCC | Title | Author | Overview |
|---|---|---|---|
| 4 - Civics 1 | We the People Parade | Dorman, Randi | The students will analyze the Preamble to the Constitution of the United States that was signed by thirty-nine delegates at the Constitutional Convention in Philadelphia, Pennsylvania, on September |
| 4 - History 11 | Baby It's Cold Outside: The International Impact of the Cold War on the United States | Wheeler, Jennifer | This lesson provides insight into the international impact of the Cold War on the United States. It describes the creation of the Marshall Plan, U.S. committment to Europe, the Truman Doctrine, |
| 4 - History 18 | A Review of the American Civil War | Nation, Michelle | This lesson is intended to be used as a review at the end of a uni |
| 4 - History 19 | Comparing/Contrasting Abraham Lincoln and Frederick Douglass | Hardenstein, Diana | Students will explore the idea that Frederick Douglass and Abraham Lincoln were more alike than different. Students will be able to use prior knowledge to draw conclusions about the experiences |
| 4 - History 19 | Frederick Douglass | Hardenstein, Diana | Frederick Douglass said "What is possible for me is possible for you." By taking these keys and making them his own, he created a life of honor, respect and success. St |
| 4 - History 19 | Significant events and their impact on the leadership of Abraham Lincoln: | Hardenstein, Diana | In 1860, Abraham Lincoln became the sixteenth president of the United States. By the time he became president, he had already been a successful attorney and politician. Several policies ad |
| 4 - History 19 | Lincoln's Changing Views as Seen Through his Writings | Hardenstein, Diana | Abraham Lincoln faced an extremely difficult job as the sixteenth president of the United States. Students will use speeches and writings by President Lincoln to examine the turmoil he experienc |
| 4 - History 19 | A Review of the American Civil War | Nation, Michelle | This lesson is intended to be used as a review at the end of a uni |
| 4 - History 20 | Interpreting The Emancipation Proclamation | Hardenstein, Diana | Lincoln issued the Emancipation Proclamation on |
| 4 - History 20 | A Review of the American Civil War | Nation, Michelle | This lesson is intended to be used as a review at the end of a uni |
| 4 - History 24 | Political Cartoons | Dorman, Randi | The students will examine primary sources of political cartoons during the early period of American history. The activity could be a whole group activity or a center established within |
| 4 - History 24 | Benjamin Franklin, A True Star in American History | Dorman, Randi | The students will create a 5-pointed star bulletin board and/or concept web on the accomplishments of Benjamin Franklin, the oldest delegate to the Constitutional Convention. He was ei |
| 4 - History 24 | The Power of the Pen, Writings of Thomas Jefferson | Dorman, Randi | While most of the founding fathers were also the framers of the Constitution, there were a few who were not |
| 4 - History 24 | “Voices” | Blakely, Holly | In this lesson students will gain understanding of the actions taken during the Civil Rights Movement to obtain the Negro right to vote. Students will understand that the right to vote remain |
| 4 - History 27 | Civil War_“Life on the Battlefield”_SI | Blakely, Willis | Students will learn what life was like for soldiers during the Civil War through the use of primary documents. They will peer through the lens of the correspondence of |
| 5 - History 12 | The Roots and Branches of Religious Liberty The Debate over the Bill of Rights | Cook, Sandy | Apparent to the new country of the United States of America were the lack of effectiveness of the Articles of Confederation and the need for change. At the 1787 Constitutional Conventio |
| 5 - History 13 | Sailing through the Panama Canal | Dorman, Randi | While the Panama Canal certainly was an engineering celebration, the construction of the Panama Canal opened military and economic avenues for the United States. The distance from the East Coa |
| 5 - History 19 | Effects of the Great Depression on Industrial America | Nobley, Christine | The purpose of this lesson is for students to understand the effects of the Great Depression on millions of Americans, particularly those that worked in factories. Students will read a transc |
| 5 - History 19 | Music in the 1920's and 1930's | Ferri, Marcia | Despite the hard times America faced in the 1930s, the people's spirits were uplifted by cultural elements like lively music. As a distraction from the Great Depression, people oft |
| 5 - History 19 | “Save a Horse, Drive a Ford” | Blakely, Holly | Through the use of graphic organizers, images and written documentation, students will discover the effects of the automobile on the American lifestyle and the economy in the 1920s. In additi |
| 5 - History 20 | Effects of the Great Depression on Industrial America | Nobley, Christine | The purpose of this lesson is for students to understand the effects of the Great Depression on millions of Americans, particularly those that worked in factories. Students will read a transc |
| 5 - History 20 | George Washington Carver, a Man of Vision during the Depression Era | Dorman, Randi | Even though George Washington Carver was born a slave, grew-up during the post-Civil War Era, overcame racial prejudices throughout his pursuits in education, lost his savi |
| 5 - History 20 | Music in the 1920's and 1930's | Ferri, Marcia | Despite the hard times America faced in the 1930s, the people's spirits were uplifted by cultural elements like lively music. As a distraction from the Great Depression, people oft |
| 5 - History 20 | “The New Deal” | Blakely, Willis | Students will identify the purpose of FDR's New Deal programs, such as the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority. A var |
| 5 - History 24 | “The Low On Jim Crow” | Blakely, Holly | In this lesson students will explore the events and circumstances that led up to the Civil Rights Movement. They will be able to relate social/racial injustices of the past to those of modern |
| 5 - History 24 | “Enough is Enough!- The Montgomery Bus Boycott” | Blakely, Holly | In this lesson students will extend the scope of the Rosa Parks story beyond 1950s Montgomery and examine in closer detail the role of the individual in a democracy. Students should come away |
| 5 - History 24 | “An Integration Investigation” | Blakely, Holly | In this lesson students will develop a higher level of empathy for the first black students to attend a white school following the Brown vs. Board of Education ruling o |
| 5 - History 24 | “Dreams of a King” | Blakely, Holly | In this lesson students will gain deeper understanding of the life and work of Dr. Martin Luther King, Jr., with particular focus on his role in the Civil Rights Movement. Students will refle |
| 8 - Georgia Studies 1 | THE BATTLE AT FORT NECESSITY | Bailey, Lee | The confrontation at Fort Necessity in the summer of July, 1754, was the opening battle of the war fought by England and France for control of the North American land holdings. It was also the open |
| 8 - Georgia Studies 1 | Segregation and the Civil Rights Movement | Gaddy, Elizabeth | Students will identify the term segregation and list specific accomplishments of important Civil Rights leaders, such as Martin Luther King Jr., Rosa Parks, John F. Kennedy |
| 8 - Georgia Studies 19 | The Articles of Confederation - LP1 | Graham, Matthew | Students will analyze the Articles of Confederation to identify its strengths and weaknesses. They will access background information from the Internet and complete a graphic organizer. After they hav |
| 8 - Georgia Studies 19 | The Georgia Constitution of 1777 - LP2 | Graham, Matthew | Students will analyze the Georgia Constitution of 1777 to identify its strengths and weaknesses. After they have listed the strengths and weaknesses, they will summarize the information. The s |
| 8 - Georgia Studies 19 | Indian Problems for Georgia - LP3 | Graham, Matthew | In this lesson students will evaluate two primary source documents to determine the impact of Georgia's relationship with the Creek Indians on her unanimous vote in favor of the Const |
| 8 - Georgia Studies 19 | Georgia delegates at the Constitutional Convention - LP4 | Graham, Matthew | Students will work in small groups to research one of the six delegates from Georgia who was elected by the Assembly to attend the Constitutional Convention. After researching their assigned delegate, |
| 8 - Georgia Studies 19 | Georgia's Role at the Constitutional Convention - LP5 | Graham, Matthew | In this lesson students will examine the role of Georgia at the Constitutional Convention of 1787 by examining the Virginia Plan, the New Jersey Plan, and the Great Compromise (also known as the |
| 8 - Georgia Studies 20 | The Articles of Confederation - LP1 | Graham, Matthew | Students will analyze the Articles of Confederation to identify its strengths and weaknesses. They will access background information from the Internet and complete a graphic organizer. After they hav |
| 8 - Georgia Studies 20 | The Georgia Constitution of 1777 - LP2 | Graham, Matthew | Students will analyze the Georgia Constitution of 1777 to identify its strengths and weaknesses. After they have listed the strengths and weaknesses, they will summarize the information. The s |
| 8 - Georgia Studies 20 | Indian Problems for Georgia - LP3 | Graham, Matthew | In this lesson students will evaluate two primary source documents to determine the impact of Georgia's relationship with the Creek Indians on her unanimous vote in favor of the Const |
| 8 - Georgia Studies 20 | Georgia delegates at the Constitutional Convention - LP4 | Graham, Matthew | Students will work in small groups to research one of the six delegates from Georgia who was elected by the Assembly to attend the Constitutional Convention. After researching their assigned delegate, |
| 8 - Georgia Studies 20 | Georgia's Role at the Constitutional Convention - LP5 | Graham, Matthew | In this lesson students will examine the role of Georgia at the Constitutional Convention of 1787 by examining the Virginia Plan, the New Jersey Plan, and the Great Compromise (also known as the |
| 8 - Georgia Studies 21 | The Articles of Confederation - LP1 | Graham, Matthew | Students will analyze the Articles of Confederation to identify its strengths and weaknesses. They will access background information from the Internet and complete a graphic organizer. After they hav |
| 8 - Georgia Studies 21 | The Georgia Constitution of 1777 - LP2 | Graham, Matthew | Students will analyze the Georgia Constitution of 1777 to identify its strengths and weaknesses. After they have listed the strengths and weaknesses, they will summarize the information. The s |
| 8 - Georgia Studies 21 | Indian Problems for Georgia - LP3 | Graham, Matthew | In this lesson students will evaluate two primary source documents to determine the impact of Georgia's relationship with the Creek Indians on her unanimous vote in favor of the Const |
| 8 - Georgia Studies 21 | Georgia delegates at the Constitutional Convention - LP4 | Graham, Matthew | Students will work in small groups to research one of the six delegates from Georgia who was elected by the Assembly to attend the Constitutional Convention. After researching their assigned delegate, |
| 8 - Georgia Studies 21 | Georgia's Role at the Constitutional Convention - LP5 | Graham, Matthew | In this lesson students will examine the role of Georgia at the Constitutional Convention of 1787 by examining the Virginia Plan, the New Jersey Plan, and the Great Compromise (also known as the |
| 8 - Georgia Studies 26 | Causes of the American Civil War_Nation | Nation, Michelle | This lesson provides a snapshot look at the causes of and events leading up to the American Civil War. It involves students on v |
| 8 - Georgia Studies 32 | The village: Life in Georgia's mill villages during the 1920s and 1930s | Moon, Melba | Students will explore life in Georgia's mill villages during the 1920s and 30s. Students will learn what life was like for mill workers before, during, and after the Great Depression. Students |
| 8 - Georgia Studies 32 | The Effects of the Great Depression on the Residents of Troup County and Surrounding Areas | Camp, Carole | This lesson will help students better understand the economic impact of the Great Depression on the residents of Troup County and surrounding areas using primary documents such as tax tables and city |
| 8 - Georgia Studies 32 | Roaring Twenties, Stock Market Crash, Great Depression | Martin, John | This lesson plan will utilize local newspaper articles to allow students the opportunity to see how events such as the influenza epidemic of 1919, the droughts of early 1920's, the coming of the b |
| 8 - Georgia Studies 33 | United States Entry into World War II_LP1 | Martin, John | This lesson utilizes two articles from the Library of America and a video from the Open Video Project to give students a perspective of what was g |
| 8 - Georgia Studies 33 | United States Entry into World War II_LP2 | Martin, John | Although World War II had been raging in Europe since 1939, the United States was not actively involved until 1941. On December 7, |
| 8 - Georgia Studies 33 | United States Entry into World War II_LP4 | Martin, John | This lesson focuses on two groups of Americans during World War II, those who refused to fight and those who served despite the discrimination of segregation. A |
| 8 - Georgia Studies 33 | United States Entry into World War II_LP5 | Martin, John | Students will evaluate local newspaper articles concerning the community’s preparedness efforts after the Pearl Harbor attack on December 7, 1941. |
| 9-12 - Government 21 | The Death of Emmett Till: A Northern Boy in a Southern Town_LP1 | Moody, Ashley | This lesson addresses the Civil Rights movement and certain events that helped accelerate the movement. The death of Emmett Till |
| 9-12 - Government 6 | The Death of Emmett Till: A Northern Boy in a Southern Town_LP1 | Moody, Ashley | This lesson addresses the Civil Rights movement and certain events that helped accelerate the movement. The death of Emmett Till |
| 9-12 - Government 6 | School Integration in Little Rock, Arkansas and National Security | Moody, Ashley | This lesson provides an overview of the Central High School incident in Little Rock, Arkansas, in which nine African-American youth, known as the Little Rock Nine, |
| 9-12 - Government 6 | Youth Unite for the Cause: Special Interest Groups for Civil Rights. | Moody, Ashley | This lesson addresses the Civil Rights movement and youth organizations that surfaced. Organizations led by adults, such as the NAACP, had done a lot to chang |
| 9-12 - US History 1 | The Creek War of 1836 (Lesson 1) | Kendall, Lynn | This lesson will examine the life of the Creek Indians and other mound building cultures during the Pre-Columbian period. It will give the student a sense of awareness that Native American cultures |
| 9-12 - US History 1 | Motivations for Colonization - Why did they come? | Brooks, Heather | Before students can begin to understand the development of the United States, they must consider the geographic origins of the earliest Europeans and the factors that caused them to emigr |
| 9-12 - US History 1 | Jamestown | Brooks, Heather | Jamestown, the first permanent English settlement in the New World, will celebrate its 400th anniversary in 2007. The original settlers of 1607 faced overwhelming odds, such as famine, disease, d |
| 9-12 - US History 1 | The Southern and Middle Colonies | Brooks, Heather | The Middle Colonies and the Southern Colonies were as significant to the development of the United States as that of the New England colonies and the Jamestown Colony (which was a Southern Colony). |
| 9-12 - US History 1 | Slavery in the American Colonies | Brooks, Heather | This lesson focuses on the origins of slavery in the American colonies. It will examine the economic conditions that created the need for a cheap labor supply, the agriculture of the South, the |
| 9-12 - US History 12 | The Roots and Branches of Religious Liberty_Europe | Cook, Sandy | Although the initial reason for exploration was to locate a water route to the East Indies, after a “new world” was discovered the motives changed. Not only were Europeans looking for |
| 9-12 - US History 12 | The Roots and Branches of Religious Liberty_The Influence of Religious Liberty_LP 5 | Cook, Sandy | This lesson seeks to reveal the influence of religion within our society today. Included are documents, such as Thomas Jefferson’s epitaph and Martin Luther King Jr’s &l |
| 9-12 - US History 12 | The Roots and Branches of Religious Liberty_Religi | Cook, Sandy | Between 1776-1791, major changes in ideas concerning religious liberty were taking place. Roger Williams’ idea of freedom of conscience, George Mason’s proposal to change “toleran |
| 9-12 - US History 13 | The Creek War of 1836 (Lesson 3) | Kendall, Lynn | In 1836 tension between the states of Alabama and Georgia, the federal government, and the Creek Indians erupted into a war that would spread along the Chattahoochee River and into Southern Georgia an |
| 9-12 - US History 14 | The Roots and Branches of Religious Liberty_Introduction | Cook, Sandy | This lesson seeks to reveal the importance of religion in general and the value of the religious liberty clauses within the First Amendment. The introductory documen |
| 9-12 - US History 15 | The Creek War of 1836 (Lesson 2) | Kendall, Lynn | Focusing on Creek Indian culture, students will examine many aspects of Creek life and Creek interaction with mainstream American culture. This lesson will be Internet based including a scav |
| 9-12 - US History 18 | Causes of the American Civil War_Nation | Nation, Michelle | This lesson provides a snapshot look at the causes of and events leading up to the American Civil War. It involves students on v |
| 9-12 - US History 18 | Abraham Lincoln: The Civil War President_LP2 | Nation, Michelle | This lesson provides a snapshot look at the Presidency of Abraham Lincoln in relation to the Civil War. Activities include an object mini-lesson with questions to promote class discussion, fill- |
| 9-12 - US History 18 | North versus South_LP3 | Nation, Michelle | This lesson compares the general characteristics and advantages of the North and the South at the time of the Civil War. It also identifies the Union, Confederate, and Border States. Ac |
| 9-12 - US History 19 | Causes of the American Civil War_Nation | Nation, Michelle | This lesson provides a snapshot look at the causes of and events leading up to the American Civil War. It involves students on v |
| 9-12 - US History 19 | Abraham Lincoln: The Civil War President_LP2 | Nation, Michelle | This lesson provides a snapshot look at the Presidency of Abraham Lincoln in relation to the Civil War. Activities include an object mini-lesson with questions to promote class discussion, fill- |
| 9-12 - US History 2 | New England Colonies | Brooks, Heather | The colonies of New England developed differently from the colony of Virginia. The basis of the colonial foundations of New England depended more upon religion, whereas Virginia was founded prim |
| 9-12 - US History 20 | Causes of the American Civil War_Nation | Nation, Michelle | This lesson provides a snapshot look at the causes of and events leading up to the American Civil War. It involves students on v |
| 9-12 - US History 20 | The American Civil War_LP4 | Nation, Michelle | This lesson covers the course of the war, highlighting key individuals and events. Activities include tic-tac-toe games, video clips with discussion, an Internet scavenger hunt, and fill-in-the-blank |
| 9-12 - US History 22 | I Have a Dream Speech (CP Version) | Farmer, Charles | The focus of this lesson is to deeply analyze Dr. Martin Luther King, Jr.'s "I Have a Dream" speech. Students will understand the full extent of King's speech and be able to make |
| 9-12 - US History 22 | I Have a Dream Speech (TP Version) | Farmer, Charles | The focus of this lesson is to deeply analyze Dr. Martin Luther King, Jr.'s "I Have a Dream" speech. Students will understand the full extent of King's speech and be able to make a p |
| 9-12 - US History 22 | How The Other Half Lived: A Lesson on Life in the City 1Y3 | Edmondson, Kim | This lesson is a preliminary lesson on the origins of the Progressive Era. It deals with how Americans lived and worked in the crowded conditions of the nation's largest cities during the period f |
| 9-12 - US History 22 | The Lion and the Mouse | Edmondson, Kim | This lesson introduces Ida M. Tarbell, an investigative journalist during the Progressive Era. Her piece for McClure's magazine, The History of the Standard Oil Company, which l |
| 9-12 - US History 24 | Roosevelt the Progressive? | Cason, David | Social, economic, and political conditions in the late 19th century America paved the way for a dynamic progressive leader, who could transform the U.S. presidency from a Whigish late 19th ce |
| 9-12 - US History 25 | Progressivism: An Introduction | Cason, David | America at the end of the 19th century was a nation of contradictions. On the one hand, it had managed to survive and thrive as a unified nation after a terrible Civil War. On the other hand, milli |
| 9-12 - US History 27 | The Lion and the Mouse | Edmondson, Kim | This lesson introduces Ida M. Tarbell, an investigative journalist during the Progressive Era. Her piece for McClure's magazine, The History of the Standard Oil Company, which l |
| 9-12 - US History 30 | “Music, Monopoly, Movies, and The Mills”: Entertainment during The Great Depression | Wheeler, Jennifer | In this lesson students will learn what people did to escape their troubles during the Great Depression and will analyze the effects of the Great Depression on citizen's discretionary income.&n |
| 9-12 - US History 32 | New Deal Projects in Troup County Georgia | Walls, Nancy | Students will study the basic purpose of President Roosevelt's New Deal agencies and how these programs benefited LaGrange, Georgia and the Troup County area. Students will be provided wi |
| 9-12 - US History 32 | Recipe for a New Deal | Hardenstein, Diana | Many policies created during President Franklin D. Roosevelt's first 100 days in office still exist today. Both in |
| 9-12 - US History 32 | Exploring Timeless Issues with Eleanor Roosevelt | Hardenstein, Diana | Eleanor Roosevelt, wife of President Franklin Delano Roosevelt, did not occupy a passive role as First Lady of the United States. Promoting social reform, Eleanor a |
| 9-12 - US History 32 | CCC In Our Town | Hardenstein, Diana | The Civilian Conservation Corps (CCC) provided jobs for single males on conservation projects. Members of the CCC planted trees to help prevent another Dust Bowl, developed over 800 state par |
| 9-12 - US History 33 | United States Entry into World War II_LP1 | Martin, John | This lesson utilizes two articles from the Library of America and a video from the Open Video Project to give students a perspective of what was g |
| 9-12 - US History 33 | United States Entry into World War II_LP2 | Martin, John | Although World War II had been raging in Europe since 1939, the United States was not actively involved until 1941. On December 7, |
| 9-12 - US History 33 | United States Entry into World War II_LP4 | Martin, John | This lesson focuses on two groups of Americans during World War II, those who refused to fight and those who served despite the discrimination of segregation. A |
| 9-12 - US History 33 | United States Entry into World War II_LP5 | Martin, John | Students will evaluate local newspaper articles concerning the community’s preparedness efforts after the Pearl Harbor attack on December 7, 1941. |
| 9-12 - US History 33 | World War II: The Homefront | Jones, Colby | This lesson focuses on researching the US Home-front during World War II. After a brief introduction involving the concept of the Home-front in general, focus will shift exclusively to World War |
| 9-12 - US History 33 | Factory Overview: Women during World War II | Brooks, Heather | This lesson will focus on the role of women in the factories during World War II. When learning about World War II and American history in general, often times the focus is on the great men |
| 9-12 - US History 33 | How Women Served | Brooks, Heather | World War II presented opportunities to women beyond the home and factory. Many felt the call to serve their country by joining the military. It was their way of doing their part.& |
| 9-12 - US History 33 | The Homefront | Brooks, Heather | Women were essential in the factories and the military during World War II. However, they were also necessary in the day to day workings of the home. Utilizing various mediums |
| 9-12 - US History 35 | The Modern Homefront | Jones, Colby | This lesson focuses on the US Home-front in the modern age, specifically the War on Terrorism. Students will think critically about current events and evaluate how effectively the US govern |
| 9-12 - US History 35 | Two Homefronts | Jones, Colby | The lesson compares and contrasts the United States Home-front in World War II and the current War on Terror. Students will seek the reasons for the differences and evaluate the handling of |
| 9-12 - US History 37 | Timeline of the Civil Rights Movement | Farmer, Charles | The purpose of this lesson is to afford students the opportunity to actively engage in the broader events of the African-American Civil Rights Movement Significant events in the Civil Righ |
| 9-12 - US History 37 | Learning About the Civil Rights Movement Through Images | Farmer, Charles | The purpose of this lesson is to encourage students to exam history through images. Moreover, students should gain a broad understanding of the Civil Rights Movement. This lesson would be |
| 9-12 - US History 37 | Birmingham During the Civil Rights Movement | Farmer, Charles | The purpose of this lesson is to encourage students to exam history through images. Moreover, students should gain a broad understanding of the occurrences in Birmingham, Alabama, during t |
| 9-12 - US History 38 | The 1990s | Jones, Colby | The intent of this lesson is to provide students with an opportunity to create a time-line the 1990s. Students will understand the major events and themes of th |
| 9-12 - US History 38 | The Life and Times of William Jefferson Clinton | Jones, Colby | The main focus of this lesson is to provide students with an overview of Bill Clinton's life prior to his election as President, and to align his life with the events facing the |
| 9-12 - US History 38 | The Clinton Years: Term One | Jones, Colby | The purpose of this lesson is to provide students with a clear picture of the major events, successes, and failures of Bill Clinton's first term as president. Students will make value judgments re |
| 9-12 - US History 38 | The Clinton Years: Term Two | Jones, Colby | Students will gain a complete picture of the major events, accomplishments, and failures of the second term of the Clinton presidency. Students will evaluate the President's second term in o |
| 9-12 - US History 38 | The Legacy of the Clinton Years | Jones, Colby | The purpose of this lesson is to allow students to evaluate the overall legacy of the Clinton administration and the 1990s as a decade. Used exclusively or in conjunction with the other lessons, |
| 9-12 - US History 5 | Creating an understanding of the Criminal Amendments. | Colley, Steven | This lesson is designed to introduce the students to the Criminal Amendments found in the Bill of Rights and will focus on the Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments. Students wi |
| 9-12 - US History 9 | North versus South_LP3 | Nation, Michelle | This lesson compares the general characteristics and advantages of the North and the South at the time of the Civil War. It also identifies the Union, Confederate, and Border States. Ac |