Huntershistory615280774.files.wordpress.com
Lesson Plan # 1Secondary History / Social StudiesCourseLesson Topic / Unit NameInstructorDate(s)American History IIAll aboard the Railroad Express/Industrialization Mr. Starling2/16/2020Lesson Essential Question (LEQ) or Learning Objective (LLO)How does the invention of railroads form the pathway to American Industrialization? NC Essential Standard(s)AH2.H.8.1- Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” since ReconstructionAH2.H.8.2- Explain how opportunity and mobility impacted various groups within American society since ReconstructionAH2.H.1.2.3- Use historical comprehension to analyze data in historical mapsActivityDetails (Setting, steps, prompts)Purpose-RationaleTimePre-LessonHow do you prepare students for content & skills acquisition, or use students’ prior knowledge? How do you open this new lesson?As Students arrive and class begins ask them if they have spotted any railroads or been on a train in their life, if so, what was it like, describe the setting the train, etc. Get to a nice open discussion with the class about railroads and then pose the question of why people maybe have had to use them before the mass industrialization of cars.This open discussion at the start of class is designed to switch students minds to start thinking about the topic for today’s lesson and to evaluate any prior knowledge the students might have of railroads and their significance in American history. Also relates to students if ever seen any railroads in real life setting up the LEQ for the day 10 Mins. Acquisition How will students acquire new content or skills? Is acquisition teacher or student-centered? [Explain lesson goals by emphasizing LEQ/LLO]Give a brief lecture on railroads particularly trans-continental and importance of them in American industrialization. Using Google as a visual we as a class can quickly look up images or important scholarly primary works to help lead discussion. Students will take notes on important key topics regarding railroads (how created capital, spawned corporations, link of towns to cities, immigration, labor, innovative corporate model (management)) Introduces to students:Railroads huge requirement for laborFirst riches of the Gilded AgeHow Railroads created Time ZonesOpened the American WestHow railroads formed a national marketGovernment assistance in railroad constructionTopics covered to give students basic understanding, students will go more in depth later in the class period 20 Mins. Extending & Refining I (group)How will students practice new content and skills by working with classmates? How does this activity promote historical thinking skills and using primary/secondary sources?Assemble students into groups of 4 (predetermine groups if you need various levels of learners in each group, adjust based on attendance) Use projector to display instructions on assignment.Assign each group the historical map for the trans-continental railroad. After analyzing the map pose the question “Based on the lecture and the notes you just took write down on a separate piece of paper 5 facts about the railroad and one question you still want to know, and a sentence or two on why you might think this railroad was important”Give each group time to present what they came up with and take their questions they asked either answer them or search them on google with the class.Students will be challenged with working in a group analyzing a primary historical map and then judging off of what they see explain why the railroad might have been important to industrialization. If facts and or explanation of importance for a group or each group isn’t meeting the level of expectation while presenting, ask questions following the presentation that guide students to answering the LEQ.Answering any remaining questions clears up confusion for the student/teacher but is also a good time to show good internet search practices if resorting to google and how to find scholarly sources.Presentation of each group should give students the knowledge to answer the LEQ covering standard AH2.H.8.1, AH2.H.8.2 while meeting the skill standard of AH2.H.1.2.3 20 Mins. AdjustmentsWhat adjustments will you make if students struggle or progress too quickly (before advancing further)?As students are collaborating, walk around and make sure each group is on task making sure to answer any available questions they might have.If students finish before the rest of the class have them come up with more facts/sentences or pose the LEQ for them to try to write down and figure out.If students seem to be struggling guide their group discussions towards the right track without telling them directly what to write down. Students can also be encouraged to look at the chapter in the textbook for more information and help.Students that finish early will get time to dive deeper into the map with more facts and or a better understanding of why the railroad was important. Also be given the LEQ before leaving and a chance to think about their answer.Students struggling will be guided with “helpful hints” to ensure that their presentation will not lack content and information. During Group activityClosureHow do students put it all together for today’s lesson? The closure activity helps tie this lesson to the overall unit. Re-emphasize LEQ/LLO, UEQ/ULO, and “big picture” understandingBring students back in for class discussion, Google any of the questions raised after presentations.Ask the LEQ out loud and give time for students to think and discuss with teacher.Assign: Homework of answering the LEQ in a paragraph or two due the next class day.Students will be able to clear up any last confusion, thinking about the lecture, their presentations and questions recently answered right before walking out the door giving them adequate content to attempt to answer the homework assignment. This gives students the opportunity to figure out their answer for the LEQ and makes sure for the teacher they know standard AH2.H.8.1, AH2.H.8.2 10 MinsFormative - InformalSummative - FormalAssessmentsComparing Students facts and answers during presentations allows the teacher to ensure each group understands the content. Answers also show what students might be missing out on and get corrected during closure when answering the one question each group had to come up with. Presentation of what each group came up with shows that each group knows the content/concepts. The Homework assignment allows the teacher to individually access each student to make sure every student got the content/concepts for today’s lesson.Materials & SuppliesProjector w/Internet connected deviceTranscontinental Map copies Paper/PencilTextbookSources & NotesWhere did you research content for today’s lesson? Where did you find helpful information, primary & secondary sources, and lesson plan ideas? Sources (Chicago Manual of Style)“The Transcontinental Railroad: Map, Facts and History for Kids.” Accessed February 27, 2019. Gilded Age | Season 30 Episode 3 | American Experience. Accessed February 27, 2019. , All. “18. Life in Industrial America | THE AMERICAN YAWP.” Accessed February 8, 2019. to selfLesson designed for 60 minutes can add more time by adding to group discussions at beginning and end Intro/immigration trendsChicago (Americas butcher) was the key city of American industrialization (The one to talk about)Big Business, Large corporations, ran by trained businessman and managers for national and international businessIt had a Meat processing industry w/ five firms making up 4/5 of the meat bought to American consumersMeatpacking closely tied to urbanization and immigration1850 Chicago had a population around 30,000 20 years later in 1870 it had 300,000Great Chicago Fire wiped out 3.5 miles leaving 1/3 of people homeless in 1871, by 1900s city housed around 1.7 million peopleReflected national trends- 1870 1/4 of nation lived in towns/cities with population greater then 2,500 by 1920 over 50% did Many came from rural America but also a lot emigrated overseasMirroring national immigration patterns, Chicago first saw immigrants from Germany, British Isles, Scandinavia by 1890 many more ethnicities started coming overseas such as Poles, Italians, Czechs, Hungarians, etc.In 1900 80% of Chicago’s population was either foreign-born or the generation of foreign bornChicago (think as a gateway connecting American agricultural goods to capital markets and consumers all over the U.S.)Process of Industrialization/ Importance of the Inventions of New Technology’sRailroads important created first huge amounts of cash (capital), spawned big corporations, the first of vast riches (Gilded age), huge requirement for labor that would unite framers an immigrants while also linking towns and cities for quicker modes of travel. This matters because railroads are the driving force in moving framers/immigrants into cities like Chicago where mass industrialization can begin while also providing the model for big corporations and labor (mass labor, labor practices/laws, how wages worked, management, innovative new corporate organization)Railroads also helped the creation of time zones across the country, and opened the American West to more and more peopleGovernment of all levels offered money to create national railroad system. Lincolns Republican party back during Reconstruction granted large subsidies to help while millions acre worth of land and dollars were given freely to build the great transcontinental railroads un-sheltering American cities from one anotherRailroads finally created a national market a true national economy with new national culture for AmericansNew means of production helped create new systems of laborStronger more organized labor unions formed to help protect a growing and permanent working classWhile working class was growing business owners continued to get further disconnected from day-to-day operations spawning the need for mangers who were educated and filled the emerging rise of the middle class.How American lives changed from farm to factoriesThe process of Industrialization also changed how Americans lived their lives outside of new factory jobsGrowing cities compacted citizens who consumed food and the producers that made it into one, spawning national food market-one where people didn’t live off the food, they grew anymoreExample= cattle collected in Texas would be sent through railroads to Kansas ultimately going to Chicago, after slaughter in Chicago the processed meat would go on refrigerated carts across the country to butcher shops Rising income inequality as rich got richer and poor stayed the same even with some of the poor rising into the new middle classEconomic and social changes challenged traditional gender norms spawning a campaign left in the past- the suffrage movement Transcontinental Railroad1,912 Mile constructed between 1863 and 1869Rail line was built by three private companies over land provided by the US land grantsWestern Pacific Railroad Company, Central Pacific Railroad Company of California, Union PacificBrought western states/territories into connection with northern union states providing transport of passengers and goods much faster and cheaperTime was not standardized across the United States and Canada until November 18, 1883. In 1865, each railroad set its own time to minimize scheduling errors. To communicate easily up and down the line, the railroads-built telegraph lines alongside the railroad ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- wordpress passing data between pages
- wordpress business templates
- wordpress rss feed not working
- wordpress jquery is not defined
- create wordpress blog
- wordpress roles editor
- wordpress full rss feed
- wordpress rss feed settings
- wordpress rss feed plugin
- wordpress display rss feed
- wordpress rss feed link
- wordpress rss feed to post