A is for Atom

Instructional Goal: The purpose of this lesson would be to illustrate the power of government propaganda techniques in order to push a preferred agenda. The lesson will do this discussing the Atomic Bomb from a skewed perspective.

Target Students: This session would be a great lesson to be used in any high school classroom that discussed history or ethics.

Lesson context: This session would serve as the interaction lesson to a unit that covers US Atomic history in the post-WWII era.

Lesson delivery: The current format of the lesson makes it ideal for virtual instruction. However, it can be easily restructured into a lesson which involves getting up in the class and making your way from station to station.


Direct link to Google Form: https://forms.gle/4Y4559jXmMyjuohx7

Cuban Defenders or Eager Imperialists?: Causes of the Spanish-American War

Target Student Group: 11th Grade United States History

Lesson Context: This activity would serve as part of an introduction into a unit entitled “The Emergence of Modern America,” which I would begin by discussing the United States’ transition into an imperial power after the Spanish-American War.

Lesson Delivery in a Virtual Classroom: After providing a brief overview about Spain’s involvement in the Americas, US public opinion about Cuba, and the political situation of the US government at the time, I would give this activity to students to complete during asynchronous class time. The expectation is that they use their knowledge gained during our synchronous class period to further explore all the possible reasons for US involvement in the Spanish-American War.

How Google Forms will be used to achieve this goal: The Google Form allows the students to have the necessary background information on the same screen during asynchronous learning, which is beneficial because the student would not have the teacher for this information during asynchronous time. The format of Google Forms also easily allows for a direct comparison to be made between the two documents, and it give the teacher immediate feedback on the student’s progress due to the questions.

Direct Link to Google Form

Sculpting History: Reviewing Bias in Images of Historical Figures

(Feature Image Source)

Understanding Bias is one of the most important pieces of understanding history itself. We encounter bias every time we engage with historical content. In this exercise I created a Google Form to help gauge students’ understandings of bias in the way historical figures are presented in the media.

I imagine this form being used as sort of warm-up or pre-assessment tool that could be done asynchronously or in flipped instruction. My goal here is to get students thinking critically about how our views of important figures can be shaped by the people who create the content in which we encounter them. This would be for a high school history or media literacy class, probably for juniors or seniors. This form was designed to help me see how students are looking at not just the content of the images, but also the source of the images to gain a better understanding of what the image is trying to accomplish.

Click here for the direct Google Form link.

The Search for Truth

Featured Image Source


The target student group will be for 11th and 12th graders, U.S. History. Students will be able to determine the central ideas or information of primary sources and provide an accurate summary of how the Vietnam War connected to the history of the 1960s and 1970s. Students will use the primary sources to look for the truths within the different narratives during the Vietnam War and the 1960s and 1970s. This will help students think critically about information presented to them and understand that a truth for one narrative might not be the same for a different one.

For this lesson, it would be a great mini-lesson to be tacked on after discussing U.S. involvement of the Vietnam war on U.S. soil. Giving students a chance to analyze content and sources from varying perspectives can allow them to gain a better understanding of varying viewpoints in the U.S. during this time. I would probably use this as a part of the live instruction. This mini-lesson could use the Google Forms as an exit ticket for students to provide feedback on what they learned and critically use the information used in class through a critical lens. Students will be able to use Google Forms to collect their thoughts and ideas. The questions will guide the students to locate specific things within the sources to further their understanding of the anti-war perspectives. However, if it is revealed that the students need more help or more time with the content, Google Form could be transformed into a supplemental activity for the students to work through at their own pace.

Here are the links to the forms: What is Truth? and Anti-War Demonstration Photo