Effects of the Industrial Revolution in the U.S. Lesson Title: The Progressive Movement
Goals and Objectives
Students will be able to identify the focus of political and social reforms of the progressives.
Students will create a quick write explaining two different problems as a result of the industrial revolution and what changes the progressives were pushing to solve the problems based on evidence from the readings.
Students will create a quick write explaining two different problems as a result of the industrial revolution and what changes the progressives were pushing to solve the problems based on evidence from the readings.
California State Content Standards
11.2.9 Understand the effect of political programs and activities of the progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt Hiram Johnson).
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Driving Historical Question
What steps were taken to address the problems as a result of the Industrial Revolution?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:
9 minutes
4 Minutes
Gallery Walk: As students walk into the door the teacher tells them that directions for the activity is on the white board. Students are required to take out a sheet of paper and pencil to write down information during the gallery walk. The gallery walk contains pictures of children working in different environments. The white board instructs students to quietly walk around the room to analyze the pictures around the room, formulate questions about the pictures and answer the main question (What do you think we will be learning about today? Provide evidence of why you think so.). On the white board it states the amount of time they have and the requirements. Students are required to create five questions about five out of the ten pictures posted around the room.
(5 seconds) As the timer sounds off students return to their seats.
2 minutes
The teacher uses the Pick Me Application in order to call on three different people to share with the class one of the five questions they created. Each student has to share a question that is about a different picture, as the students are sharing the teacher writes their questions on the white board. After each student asks a question, that student must choose another student in the class to answer it. Students will look at the photo and formulate a possible explanation. The questions created and the answers proposed by student help the teacher assess how much knowledge students have on the subject (the Progressive Era).
3 minutes
The teacher asks students to identify what they will be learning about based on their collective analyzation and questions. Students will provide answer such as the problems of children working, industrialization and the Progressive Era. The teacher will tell students that the focus of the lesson is the Progressive Era and that the lesson objective is be able to create a quick write explaining two different problems as a result of the industrial revolution and what changes the progressives were pushing to solve the problems based on evidence from the readings.
Gallery Walk: As students walk into the door the teacher tells them that directions for the activity is on the white board. Students are required to take out a sheet of paper and pencil to write down information during the gallery walk. The gallery walk contains pictures of children working in different environments. The white board instructs students to quietly walk around the room to analyze the pictures around the room, formulate questions about the pictures and answer the main question (What do you think we will be learning about today? Provide evidence of why you think so.). On the white board it states the amount of time they have and the requirements. Students are required to create five questions about five out of the ten pictures posted around the room.
(5 seconds) As the timer sounds off students return to their seats.
2 minutes
The teacher uses the Pick Me Application in order to call on three different people to share with the class one of the five questions they created. Each student has to share a question that is about a different picture, as the students are sharing the teacher writes their questions on the white board. After each student asks a question, that student must choose another student in the class to answer it. Students will look at the photo and formulate a possible explanation. The questions created and the answers proposed by student help the teacher assess how much knowledge students have on the subject (the Progressive Era).
3 minutes
The teacher asks students to identify what they will be learning about based on their collective analyzation and questions. Students will provide answer such as the problems of children working, industrialization and the Progressive Era. The teacher will tell students that the focus of the lesson is the Progressive Era and that the lesson objective is be able to create a quick write explaining two different problems as a result of the industrial revolution and what changes the progressives were pushing to solve the problems based on evidence from the readings.
Vocabulary (Content Language Development)
Students will be passed a handout containing the key vocabulary to look at as a reference while they read.
Progressive movement
Florence Kelly
Temperance
Prohibition
Saloon
Socialism
Taylorism
Content Delivery (Method of Instruction) 25 minutes
2 minutes:
Read aloud
The teacher tells students to turn to page 306 to follow along with the reading. The teacher tells students to listen to the testimony of a young girl that worked in a factory. The teacher will read the section titled, “One American’s story”. The reason the whole section is read aloud is so that students can empathize with the girl, understand the reasons why she worked and consider one problem as a result of industrialization.
2 minutes:
The teacher introduces the activity which will aid in the creation of a four tab book as the teacher is passing out white paper for students. The teacher also provides a handout that contains vocabulary terms for students to refer to. The teacher makes sure that students are paying attention to the demonstration so students get all the instructions before folding. The teacher demonstrates to the class by standing in front of them to show how the five tab book is created. The teacher has students turn the paper horizontally and then fold it down in half. The teacher instructs students to then fold the paper twice from East to West. The foldable will create four boxes horizontally and when opened up, it creates eight boxes. The teacher tells students that scissors will be passed out later to cut the top three folds so that each square can be flipped up to show information.
2minutes:
The teacher turns on the elmo and projector so that students can title their own four tab books the same way the teacher has labeled it. The teacher has the four tab book folded horizontally and on the top it contains the title of the chapter then “Four Goals of Progressivism”. For each one of the four squares is labeled, the labels are protecting social welfare, promoting moral improvement, creating economic reform, and fostering efficiency.
2 minutes:
The teacher puts the instructions on the elmo for students to see projected on the projector screen. The teacher tells students they have one minute to get into their home groups and puts the timer. Home groups were created at the start of the semester, they are mix ability groups. This arrangement was created to create an atmosphere of support for students that have focus or language difficulties.
2 minute: (p.307-309)
The teacher tells students that they should be able identify what the problem is and what the solution proposed by the progressives is within their assigned reading. They must first break up the section into chunks (paragraphs), read it, then discuss with each section. Students are instructed to open the specific section of four book tab title of the specific chunk assigned is where they must summarize the problem in a few words and below in the same square write out the solution created by the progressives. There are four sections of reading, in the class there will be two groups assigned to each section.
5 minutes:
Students read the text while thinking about the problem within the text and the solution.
Students discuss problem they found within the text and the solutions created by the progressives. While students are reading and discussing, the teacher will walk around to check for understanding. The teacher will provide additional guidance to students if they need it.
2 minutes:
Students write down the answers to their section. The teacher passes out scissors so that students can cut the paper to create the tabs.
10 seconds:
The teacher tells students if they could hear the teacher to clap three times to redirect student attention towards the front.
8 minutes:
The teacher asks one of the groups to share the problem and the other group with the same section to share the solution. As the teacher is receiving the information it is being evaluated if it is correct and written on the white board if it is. The other students are writing the answers for each section on their own four tab book.
Read aloud
The teacher tells students to turn to page 306 to follow along with the reading. The teacher tells students to listen to the testimony of a young girl that worked in a factory. The teacher will read the section titled, “One American’s story”. The reason the whole section is read aloud is so that students can empathize with the girl, understand the reasons why she worked and consider one problem as a result of industrialization.
2 minutes:
The teacher introduces the activity which will aid in the creation of a four tab book as the teacher is passing out white paper for students. The teacher also provides a handout that contains vocabulary terms for students to refer to. The teacher makes sure that students are paying attention to the demonstration so students get all the instructions before folding. The teacher demonstrates to the class by standing in front of them to show how the five tab book is created. The teacher has students turn the paper horizontally and then fold it down in half. The teacher instructs students to then fold the paper twice from East to West. The foldable will create four boxes horizontally and when opened up, it creates eight boxes. The teacher tells students that scissors will be passed out later to cut the top three folds so that each square can be flipped up to show information.
2minutes:
The teacher turns on the elmo and projector so that students can title their own four tab books the same way the teacher has labeled it. The teacher has the four tab book folded horizontally and on the top it contains the title of the chapter then “Four Goals of Progressivism”. For each one of the four squares is labeled, the labels are protecting social welfare, promoting moral improvement, creating economic reform, and fostering efficiency.
2 minutes:
The teacher puts the instructions on the elmo for students to see projected on the projector screen. The teacher tells students they have one minute to get into their home groups and puts the timer. Home groups were created at the start of the semester, they are mix ability groups. This arrangement was created to create an atmosphere of support for students that have focus or language difficulties.
2 minute: (p.307-309)
The teacher tells students that they should be able identify what the problem is and what the solution proposed by the progressives is within their assigned reading. They must first break up the section into chunks (paragraphs), read it, then discuss with each section. Students are instructed to open the specific section of four book tab title of the specific chunk assigned is where they must summarize the problem in a few words and below in the same square write out the solution created by the progressives. There are four sections of reading, in the class there will be two groups assigned to each section.
5 minutes:
Students read the text while thinking about the problem within the text and the solution.
Students discuss problem they found within the text and the solutions created by the progressives. While students are reading and discussing, the teacher will walk around to check for understanding. The teacher will provide additional guidance to students if they need it.
2 minutes:
Students write down the answers to their section. The teacher passes out scissors so that students can cut the paper to create the tabs.
10 seconds:
The teacher tells students if they could hear the teacher to clap three times to redirect student attention towards the front.
8 minutes:
The teacher asks one of the groups to share the problem and the other group with the same section to share the solution. As the teacher is receiving the information it is being evaluated if it is correct and written on the white board if it is. The other students are writing the answers for each section on their own four tab book.
Student Engagement (Critical Thinking & Student Activities) 17 minutes
1 minute:
Each group is assigned a section of reading, each section will be read by two groups. The teacher tells students to read the text, decide what category it should be under and write a summary of the section with a few bullet points on the inside of the paper.
5 minutes:
Students elect someone to read the text or take turns, each reading a different paragraph. The four sections are from pages 310-312 and are divided by the red titles. Students must evaluate what topic that section should fall under by analyzing the type of problem and solution proposed.
3 minutes:
Students discuss where what the main idea of the section is, what section it should be under, of the four overarching sections. Students will be expected to formulate reasons why their section should go underneath one of the four main sections.
8 minutes:
One student from each group will be asked to share what section they collectively chose to put their group’s section information in. They will be asked how they made their decision and the other group with the same reading will formulate their reasoning, in order to identify if students understand as well identify the overarching themes within the text.
Each group is assigned a section of reading, each section will be read by two groups. The teacher tells students to read the text, decide what category it should be under and write a summary of the section with a few bullet points on the inside of the paper.
5 minutes:
Students elect someone to read the text or take turns, each reading a different paragraph. The four sections are from pages 310-312 and are divided by the red titles. Students must evaluate what topic that section should fall under by analyzing the type of problem and solution proposed.
3 minutes:
Students discuss where what the main idea of the section is, what section it should be under, of the four overarching sections. Students will be expected to formulate reasons why their section should go underneath one of the four main sections.
8 minutes:
One student from each group will be asked to share what section they collectively chose to put their group’s section information in. They will be asked how they made their decision and the other group with the same reading will formulate their reasoning, in order to identify if students understand as well identify the overarching themes within the text.
Lesson Closure ‖ Time:6 minutes
The lesson closure will require students to answer the question below within a quick write by using information that has already been made into a foldable. In order for the quick write to get full points, students must provide statements explaining why the text they had connected to the problem and solution within the Progressive Era.
Create a quick write explaining two different problems (evidence from the readings) as a result of the industrial revolution and what changes the progressives were pushing to solve the problems based on evidence from the readings a real world experience.
Assessments (Formative & Summative)
Formative Assessment:
The formative assessments include a gallery walk, to checking for understanding by hearing questions that students did not consider before reading the text. Constantly checking to make sure that students comprehended the overall meaning of text.
Monitoring: The teacher will constantly monitor students and check for understanding to make sure they understand the content of the text as well as the instructions for the activities.
Four tab foldable:
The four tab foldable works as an assessment because the teacher will be able to identify the groups that were on task during their group work by listening to their conversation and looking at the foldable.
Quick write:
The quick write is a formative assessment to help the teacher understand if students are able to identify two problems, using evidence from the reading about the industrial revolution and provide examples of solutions that the Progressives were promoting.
The formative assessments include a gallery walk, to checking for understanding by hearing questions that students did not consider before reading the text. Constantly checking to make sure that students comprehended the overall meaning of text.
Monitoring: The teacher will constantly monitor students and check for understanding to make sure they understand the content of the text as well as the instructions for the activities.
Four tab foldable:
The four tab foldable works as an assessment because the teacher will be able to identify the groups that were on task during their group work by listening to their conversation and looking at the foldable.
Quick write:
The quick write is a formative assessment to help the teacher understand if students are able to identify two problems, using evidence from the reading about the industrial revolution and provide examples of solutions that the Progressives were promoting.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners:
Throughout the lesson instructions are given written and orally. The gallery walk instructions allow English learners to know what students should be able to answer (the main question) and allow them to formulate their own questions. By creating their own questions they can later identify if other students who volunteered their answer had similar questions. Visuals can facilitate their understanding of the main idea. I would allow them to write the questions in their native language first and then translate the questions into English to prepare them in case they are randomly chosen.
Striving Readers: For students who struggle with the literacy strategies, the key is to practice. By writing about the information they found within the text of close reading that shows mastery. Group work encourages students to volunteer not only answer but also provides the teacher ability to assess what weaknesses students have in terms of organizational and analytical skills. By creating group work students that are considered striving readers, they can practice their skills with their peers and the teacher can check to make sure they are on task or provide guidance. By interacting with their peers while doing the assignment they can feel more comfortable in smaller group settings to expresses themselves through their ideals and thoughts. It is taking texts, chunking it together and then coming up with an outline after you know the whole story.
Students with Special Needs:
This type of class room activites are designed to engage all students. Visually appealing material can help assist students who have trouble focusing. Chunking paragraphs together helps the student retain the content and avoid feeling overwhelmed. Group work can help students with special needs because students have their peers for support as well as well as their teacher. The students in the group would hold the student accountable and would help gear their focus towards the activity. By having students work together they can help support each other and discuss their ideas on a smaller scale to practice before sharing with the whole class.
Throughout the lesson instructions are given written and orally. The gallery walk instructions allow English learners to know what students should be able to answer (the main question) and allow them to formulate their own questions. By creating their own questions they can later identify if other students who volunteered their answer had similar questions. Visuals can facilitate their understanding of the main idea. I would allow them to write the questions in their native language first and then translate the questions into English to prepare them in case they are randomly chosen.
Striving Readers: For students who struggle with the literacy strategies, the key is to practice. By writing about the information they found within the text of close reading that shows mastery. Group work encourages students to volunteer not only answer but also provides the teacher ability to assess what weaknesses students have in terms of organizational and analytical skills. By creating group work students that are considered striving readers, they can practice their skills with their peers and the teacher can check to make sure they are on task or provide guidance. By interacting with their peers while doing the assignment they can feel more comfortable in smaller group settings to expresses themselves through their ideals and thoughts. It is taking texts, chunking it together and then coming up with an outline after you know the whole story.
Students with Special Needs:
This type of class room activites are designed to engage all students. Visually appealing material can help assist students who have trouble focusing. Chunking paragraphs together helps the student retain the content and avoid feeling overwhelmed. Group work can help students with special needs because students have their peers for support as well as well as their teacher. The students in the group would hold the student accountable and would help gear their focus towards the activity. By having students work together they can help support each other and discuss their ideas on a smaller scale to practice before sharing with the whole class.