Mohawk High school - Mr. Stobbs' Virtual American History ...



Mohawk High School Lesson Plan

American History Grade 10 Mr. Stobbs H113 Periods 1, 4, 10

Lesson Plan (Unit): Introduction to the Study of American History, 1877 – Present

Date(s) covered in this plan: 01/05/2015 – 01/09/2015; 01/12/2015 – 01/16/2015

Time Period of this plan: 10 class periods

Unit Description:

Topic Industrialization and Progressivism (1877-1920)

Ignited by post-Civil War demand and fueled by technological advancements, large-scale industrialization began in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization, gave rise to the American labor movement, and developed the infrastructure that facilitated the settling of the West. A period of progressive reform emerged in response to political corruption and practices of big business.

Content Elaborations

The removal of federal troops from the South accompanied the end of Reconstruction and helped lead to the restoration of the Democratic Party’s control of state governments. With the redemption of the South, many reforms enacted by Reconstruction governments were repealed.

Racial discrimination was institutionalized in the form of “Jim Crow” laws. These state laws and local ordinances required racial segregation, prohibited miscegenation, limited ballot access, and generally were designed to deprive African Americans of civil rights.

Advocates against racial discrimination challenged institutionalized racism through the courts. The U.S. Supreme Court affirmed segregation in the Plessy v. Ferguson decision.

The rise of the Ku Klux Klan and other nativist organizations brought increased violence against African Americans.

Key Topics, Standards, Related Benchmarks:

Content Statement:

13. Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized.

a. Analyze the post-Reconstruction political and social developments that led to institutionalized racism in the United States.

b. Describe institutionalized racist practices in post-Reconstruction America.

Student Learning Targets:

Learning Targets:

( I can explain why African Americans were able to practice fewer political rights in 1900 than they were in 1870.

( I can identify multiple factors that limited the effectiveness of Reconstruction.

( I can list and explain the successes and failures of Reconstruction.

( I can list and explain specific southern responses to Reconstruction efforts by the federal government.

Content Vocabulary:

• Jim Crow laws

( Plessy v. Ferguson

( segregation

( poll tax

← literacy tests

( grandfather clause

( Freedmen’s Bureau

( Ku Klux Klan

( Discrimination

← miscegenation

Supporting Text: United States History and Geography: Modern Times (2013).

Materials:

• Course syllabus

• Textbook

• Student binders and work materials

• Smart Board

• Regular access to the computer lab

• Teacher’s notes

• Handouts (see daily procedures)

• Graded homework, including short- and extended-response questions.

CARRIED OVER HOMEWORK:

1. Work to complete major projects.

NEW HOMEWORK:

1. PREPARE a set of vocabulary cards, following the usual format, for the content vocabulary listed in this lesson plan (ten items). DUE Wednesday, January 6.

2. In textbook, READ Chapter Four, Lesson Five. COMPLETE the Lesson Five Review on page 137, nos. 1 – 5 only. DUE Friday, January 9.

3. In textbook, COMPLETE Chapter Four Assessment on page 138, Questions No. 1 – 5 and 13. DUE Monday, January 12.

SCHEDULE, WEEK OF 05 JANUARY

MONDAY: No school

TUESDAY:

1. Introduce chapter: show PowerPoint Racism in the late 19th and Early 20th Centuries.

WEDNESDAY:

1. Collect vocabulary sets

2. Distribute final exam study guides.

3. Conduct lesson read-aloud: Model by beginning with “It matters because” and continue through “Resistance and Repression. Using cards, identify students at random to continue to read the lesson aloud. Skip the Plessy v. Ferguson section.

THURSDAY:

1. Critical Cases: Plessy v. Ferguson.

a. Stress to students the importance of this case.

b. Show film clip: Maria Johnson, “NHD Documentary: Plessy v. Ferguson (6:41) at .

c. Review page 135 of text book.

d. Have students work in teams to answer the “Critical Thinking” questions on page 135.

FRIDAY:

1. DEMONSTRATE KNOWLEDGE: Vocabulary quiz.

2. Peer-assess homework.

SCHEDULE, WEEK OF 12 JANUARY

MONDAY:

1. Working in teams, students self- and peer-assess homework.

2. In time remaining, address questions from the study guide.

TUESDAY:

1. Given study guides, teams work to prepare for final exam. Assist as needed.

WEDNESDAY:

1. DEMONSTRATE KNOWLEDGE: Section 1 sits first semester final exam.

THURSDAY:

1. DEMONSTRATE KNOWLEDGE: Sections 4, 10 sit first semester final exam.

FRIDAY:

1. Exam make-up, project review.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download