L1

LESSON PLAN FORMAT


 * Teacher’s Name:** Scott McDaniel **Date of Lesson:** Lesson 1
 * Grade Level:** 11 **Topic:** Development of the Industrial United States, 1865-1914

Student will understand that** some key individuals influenced industrial development in the United States heavily.
 * Objectives


 * Student will know** J.P. Morgan, Andrew Carnegie, John D. Rockefeller, and Thomas Edison.


 * Student will be able to** tell about the contributions that Morgan, Carnegie, Rockefeller, and Edison made to the Industrial Revolution.

E1 Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma "Development of the Industrial United States," 1865-1914. Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
 * Maine Learning Results Alignment**


 * Rationale:** This lesson connects to the Maine Learning Results. Students will need to have a full understanding of these captains of industry in order to understand related concepts surrounding the Industrial Revolution.


 * Assessment**

I will go about this lesson with the assumption that students have very little prior knowledge of J.P. Morgan, Andrew Carnegie, John D. Rockefeller and Thomas Edison. At the beginning of this lesson students will be given a brief quiz in order to find out how much students already know about these influential individuals. This quiz will be quickly graded during class in order to gauge the amount of previous knowledge students have so that I can guide students towards learning NEW information. On the second day, students will receive a similar quiz, except it will be specific to each group by who they were supposed to research.
 * Formative (Assessment for Learning)**

The point of this assessment is to see how well students can analyze the lives of J.P. Morgan, Andrew Carnegie, John D. Rockefeller, and Thomas Edison and see how they relate to events of today. Students will work in groups of four in order to create a Comic Life production of the life of each of these men. Each group of students will be given the assignment of creating a biography of each individual. Students will have the time in between classes to gather information about their captain of industry and will collaborate together during our next class to put together their project. This project will be graded by a rubric.
 * Summative (Assessment of Learning)**

Technology:** Students will be using the software Comic Life. This tool allows students to create stories in a comic book format. Students will also be using the Internet for research. My presentation will be utilizing power point in only a type I way.
 * Integration

English:** Students will incorporate what they have learned in the English classes in order to structure the biography of the industrialist that they are assigned.
 * Other Content Areas:

When students walk into class they will be handed a card at random with the image of J.P. Morgan, John D. Rockefeller, Andrew Carnegie, or Thomas Edison. On the back will either be Early Life, Rise to Prominence, Estate and Wealth, or Lasting Effects. When students are told about the project they will be asked to find the students with the same characters and they will work with them. Each individual will have the task of researching the part of the life that is on the back of his or her card.
 * Groupings**


 * Differentiated Instruction

Strategies:**
 * Logical**: When students are creating their Comic Life projects, careful attention will need to be paid to sequencing of the story.
 * Verbal:** Students will be collaborating in groups.
 * Visual:** There are many opportunities for visual learners in this lesson. The images of the mansions in the video will be highly stimulating, and the product they will be making is visual.
 * Intrapersonal:** Students will need to do some of the research on their person individually.
 * Interpersonal:** Students will be working in small groups to complete their Comic Life projects.
 * Naturalist:** Part of the lasting effects that each person had on the future pertain to the environment.

//**I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**

Following the general policy regarding absence in this class, students will be expected to come to me the first day that they return to school in order to receive any assigned work, handouts, and a general overview of what we did on the day that they missed, and the short quiz at the beginning of class. All assigned work is expected to be complete for the next class period.

Student with Internet access are encouraged to e-mail me in order to receive missing work on the day of or after an absence if it is due to illness. This will give them an extra day compared to if they wait until when they come back.


 * Extensions**

The Comic Life project that students will be creating is a type II technology. This will give them the opportunity to produce a wide variety of products. Students will also be grouped by the period of life for the industrialist that is on the back of their card. These groups can post their findings to blogs where they can compare each character. For example, all students who were assigned to research their industrialists rise to prominence; they can compare the rise to prominence of J.P. Morgan, John D. Rockefeller, Andrew Carnegie, and Thomas Edison.

Materials and Technology:**
 * Materials, Resources and Technology

Paper for handouts and quizzes The Astors: High Society DVD Television and DVD player combination Projector Laptops or access to other computers with Internet access Comic Life software


 * Resources:**

The Astors: High Society DVD-Their name is synonymous with wealth and glamour. Their saga is marked by five generations of tragedy, family feuds and philanthropy. The very name conjures up images of the good life black tie affairs and high society balls. Yet their long saga proves that money is no guarantee of happiness or stability. John Jacob Astor built an empire by parlaying a job in the fur business into a real estate empire so vast he became the richest man in the world. I plan on using this to demonstrate the amount of wealth that some of these people were able to conjure, and then ask the question: How did this happen?

J.P. Morgan Andrew Carnegie John D. Rockefeller Thomas Edison These will all serve as jumping off points for student research.


 * Source for Lesson Plan and Research**

All sources and inspiration for lesson plan was gained from lecture, readings, and peer feedback in the University of Maine at Farmington's practicum block taught by Dr. Grace Ward and Dr. Theresa Overall.


 * Maine Standards for Initial Teacher Certification and Rationale**

Rationale:** This lesson demonstrates the Maine standards for initial teacher certification because students will have the opportunity to learn about this topic using different sources and ideas. Student will watch a video during class and will be using the Internet as research tool. Students will learn how to use Comic Life which provided students a lot of freedom in creating a project that they will be proud of and feel an ownership of and I will help them by showing students how to use the software everyone can use it effectively to create rich informative projects in a timely manner. Students will have the opportunity to research using a variety of materials. I will be there for students who need extra help with Comic Life and will allow them to ask me any clarifying questions they may have which will create a comfortable environment. Students will also have a rubric for this project so they will know exactly what is expected of them. See Content Notes.
 * Standard 3 - Demonstrates knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.

Rationale:** I will go about this lesson with the assumption that students have very little prior knowledge of the Industrial Revolution and that there is a varying amount of prior knowledge about the subject among students. At the beginning of each class students will be given a short quiz regarding specific topics they will be learning about on this lesson. While students are watching the video I will assess the quizzes to gauge prior knowledge. Students have learned from this lesson how to interpret what life was like for some of America’s wealthiest citizens.
 * Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

Rationale:**
 * Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Logical**: When students are creating their Comic Life projects, careful attention will need to be paid to sequencing of the story.
 * Verbal:** Students will be collaborating in groups.
 * Visual:** There are many opportunities for visual learners in this lesson. The "hook" the images of the mansions will be highly stimulating, and the product they will be making is visual.
 * Intrapersonal:** Students will need to do some of the research on their person individually.
 * Interpersonal:** Students will be working in small groups to complete their Comic Life projects.
 * Naturalist:** Part of the lasting effects that each person had on the future pertain to the environment.

In this lesson, students will be using Comic Life to complete their assignment.

Rationale:** Students will be given a multiple-choice quiz as a formative assessment. Students will work in groups of four in order to create a Comic Life production of the life of each of these men: J.P. Morgan, Andrew Carnegie, John D. Rockefeller, and Thomas Edison. Each group of students will be given the assignment of creating a biography of each individual. Students will have the time in between classes to gather information about their captain of industry and will collaborate together during our next class to put together their project. This project will be graded by a rubric.
 * Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.


 * Teaching and Learning Sequence:**

Day 1: -Pass out pre-quizzes as students walk through the door and allow time to complete (10 minutes) -Collect quizzes and give students time to arrange themselves towards the television (3 minutes) -Watch first part of The Astors: High Society DVD (30 minutes) Hook -Transition from video watching mode to teacher watching mode (1 minute) -Introduce Comic Life project and rubric, see attached (5 minutes) -Have students join their project groups, by the cards they received (2 minutes) -Students now have time to start mapping out their Comic Life projects with their groups, I'll spend five minutes with each group to make sure they understand what the assignment is and that they are on track (25 minutes) -Allow time to answer any final clarifying questions and leave the room (4 minutes)

Day 2: -Pass out quizzes on each individual industrialist to those who had each person (6 minutes) -Collect quizzes and give students time to arrange themselves towards the television (3 minutes) -Watch the rest of The Astors: High Society DVD (20 minutes) -Give a minute to allow students' eyes to adjust to lights, and direct them to join back with their groups (3 minutes) -Students now have time to contribute the information they were assigned to find, and start putting together Comic Life projects; I will spend 6 minutes with each group giving them feedback on what they already have. (33 minutes) -Allow time for clarifying questions and for students to pick up materials before going to their next class. (7 minutes)

The arrangement of the classroom is relatively traditional. I would like to have the "U" shaped table so that students can cluster together to work in groups, but I can also address everyone as once without having students with their backs to me. After this lesson students are going to understand that some key individuals influenced industrial development in the United States heavily. Students will need to know this information so that they can understand why their life today is the way it is. The actions of J.P. Morgan, John D. Rockefeller, Andrew Carnegie, and Thomas Edison had and still have profound effects on the United States. The Maine Learning Result that this lesson pertains to is development of the Industrial United States. Students are going to be hooked to this lesson by seeing images and information of the enormous amounts or wealth that the Industrial Revolution era philanthropist had. They are going to want to know how they were able to make all this money. When students are creating their Comic Life projects, logical thinking will be required in order to create a sequence to the story that makes sense. Within their groups students will be talking to each other verbally. The video that we watch should be very stimulating for visual learners when they see the grandiose mansions and lavish lifestyle that the Astors lived. When students are doing their own research they will need to reflect intrapersonally, while during class interpersonal skills will be required when putting together Comic Life projects. Naturalist students will most likely be passionately outraged when they learn about the effects that these men's businesses had on the environment. //**Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.**//
 * Where, Why, What, Hook, and Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, and Naturalist.**

I will begin by figuring out how much students know about the four key industrialists that they will be learning about in this lesson. Students will begin to understand what the era was like for a few extremely influential families by watching the Astors video. Once they understand what kind of information they need to be looking for their learning will be self guided. Students will need to find the information for themselves instead of having me just give it to them. Students will need to know about J.P. Morgan, John D. Rockefeller, Andrew Carnegie, and Thomas Edison in order to complete this assignment. Students are going to get some of their information by watching a video; this is really only the jumping off point for their research though. Understanding will be checked by taking a short quiz at the beginning of the second class that is specific to each group and what industrialist they were researching. More importantly though, students will have to create a Comic Life project that is sort of like a biography for their respective individual. See content notes.
 * Equip, Explore, Rethink, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, and Naturalist.**

Students will need to spend some time researching various Internet sources in able to create their Comic Life. Students will have to think critically what information is important to include in their Comic Life. Students will have to consider what were the conditions that made amassing large fortunes possible for these men. Would this be able to happen today? Students will need to identify what key elements of their lives were the stimulus for their success and notoriety. Was there one instance where everything could have all gone the other way for the individual? Students will be able to identify the contributions J.P. Morgan, John D. Rockefeller, Andrew Carnegie, and Thomas Edison made to the Industrial Revolution. I will aide students in their quest to find answers to the burning question of how and why these men were so successful by being available to help guide them. Students will be grouped by what card they received when they walked into the classroom on the first day. Each student will have a different role within their group, the will either have to research and contribute information regarding either, early life of the individual, their rise to prominence, their estates they build and the wealth the amassed, or the lasting effects they had on the country and their legacies. The role will be written on the back of the card. Students will show evidence that they have learned by creating informative, thoughtful, and well planned out Comic Life productions. During the second class students will have the opportunity to show me the research they have found and their plans for their Comic Life projects. Afterword they may revise their work before they refine it for what will be passed into me at the beginning of the next class.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, and Naturalist.**

Students will self-assess what they have been learning by looking at what questions they got correct on the second quiz. They will be able to ask me questions about the project anytime. Feedback for students will be provided on the spot when students ask questions. Students will receive their short quizzes back the same class they take them so they can see if they have learned whom each individual is. The whole lesson revolves around students being given the keys to be able to create their Comic Lifes.
 * Evaluate, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, and Naturalist.**


 * Content Notes**

J.P. Morgan

Morgan was an American banker and financier who dominated corporate finance and industrial consolidation during his time. He organized the major of two major electrical companies to create General Electric. In 1901 he also merged to major steel companies to form U.S. Steel. Morgan, who liked to go by Pierpont was fortunate because his father put a high emphasis on education and sent him to some top schools. Morgan entered banking in 1857 at his father's London branch, moving to New York City the next year where he worked at the banking house of Duncan, Sherman & Company, the American representatives of George Peabody & Company. From 1860 to 1864, as J. Pierpont Morgan & Company, he acted as agent in New York for his father's firm. By 1864–1872, he was a member of the firm of Dabney, Morgan & Company; in 1871, he partnered with the Drexels of Philadelphia to form the New York firm of Drexel, Morgan & Company. Morgan's ascent to power was accompanied by dynamic financial battles. He wrested control of the Albany and Susquehanna Railroad from Jay Gould and Jim Fisk in 1869. He led the syndicate that broke the government-financing privileges of, and soon became deeply involved in developing and financing a railroad empire by reorganizations and consolidations in all parts of the United States. Morgan's process of taking over troubled businesses to reorganize them was known as "Morganization". Morgan reorganized business structures and management in order to return them to profitability. His reputation as a banker and financier also helped bring interest from investors to the businesses he took over.

John D. Rockefeller

Rockefeller was an American industrialist. He revolutionized the petroleum industry and defined the structure of modern philanthropy. In 1870, he founded the Standard Oil Company and aggressively ran it until he officially retired in 1897. As kerosene and gasoline grew in importance, Rockefeller's wealth soared, and he became the world's richest man and first American billionaire. He is often regarded as the richest person in history. Standard Oil was convicted in Federal Court of monopolistic practices and broken up in 1911. Rockefeller spent the last 40 years of his life in retirement. His fortune was mainly used to create the modern systematic approach of targeted philanthropy with foundations that had a major effect on medicine, education, and scientific research. Rockefeller was the second of six children born in Richford, New York. His contemporaries described him as reserved, earnest, religious, methodical, and discreet. He was an excellent debater, and expressed himself precisely. He also had a deep love of music, and even dreamed of it as a possible career.

Andrew Carnegie

Carnegie was a Scottish industrialist, businessman, entrepreneur, and a major philanthropist. He is one of the most famous captains of industry of the late 19th and early 20th centuries. He built Pittsburgh's Carnegie Steel Company, which was later merged with Elbert H. Gary's Federal Steel Company and several smaller companies to create U.S. Steel. With the fortune he made from business, he later turned to philanthropy and interests in education, founding the Carnegie Corporation of New York, Carnegie Endowment for International Peace, Carnegie Mellon University and the Carnegie Museums of Pittsburgh.Carnegie started as a telegrapher and by the 1860s had investments in railroads, railroad sleeping cars, bridges and oil derricks. He built further wealth as a bond salesman raising money for American enterprise in Europe. He earned most of his fortune in the steel industry. In the 1870s, he founded the Carnegie Steel Company, a step which cemented his name as one of the “Captains of Industry”. By the 1890s, the company was the largest and most profitable industrial enterprise in the world. Carnegie sold it to J.P. Morgan in 1901, who created U.S. Steel. Carnegie devoted the remainder of his life to large-scale philanthropy, with special emphasis on local libraries, world peace, education and scientific research. His life has often been referred to as a true "rags to riches" story.

Thomas Edison

Edison was an American inventor, scientist and businessman who developed many devices that greatly influenced life around the world, including the phonograph, the motion picture camera, and a long-lasting, practical electric light bulb. He was one of the first inventors to apply the principles of mass production and large teamwork to the process of invention, and therefore is often credited with the creation of the first industrial research laboratory. Thomas Edison was born in Milan, Ohio, and grew up in Port Huron, Michigan. Edison was active in business right up to the end. Just months before his death in 1931. Edison became the owner of his Milan, Ohio, birthplace in 1906. On his last visit, in 1923, he was shocked to find his old home still lit by lamps and candles.

Short quizzes (see attached) Comic Life Rubric (see attached)
 * Handouts**