L2

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Scott McDaniel
 * Date of Lesson:** Lesson 2
 * Grade Level:** 11
 * Topic:** Development of the Industrial United States 1865-1914


 * Objectives**
 * Student will understand that** working and living conditions for industrial workers in the era of industrial expansion in the United States were poor.


 * Student will know** the message that was trying to be spread in Jacob Riis' "How the Other Half Lives."


 * Student will be able to** empathize with the people who lived in these poor living conditions.

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 the 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**

This lesson connects to the Maine Learning Results. Students will need to understand the poor living conditions that were present for many Americans in this time period. They will need to empathize with them and understand why they got into such unfavorable conditions, and how it is prevented today.
 * Rationale:**


 * Assessment

Formative (Assessment for Learning)** At the beginning of class I will pass out a half sheet of paper with a very simple question: What kind of lives did people who lived during the Industrial Revolution have? My assumption is that most students will answer that people lived rich extravagant lives since in the previous lesson we learned only about some of the world's richest men. At the end of day, students will be asked the same question orally. From this, I will first be able to gauge how much students know about how non-philanthropists lived through the paper-based question. I should be able to tell how much students learned during class during the oral questioning.

For this assignment students will assume the role of someone who lived in the Lower East Side of Manhattan in the 1880s. Their assignment is to create a blog that is actually a journal that their character would have created about their daily lives. For this assignment we are going to assume that the character that they take on can write English. They will need to create a weeks worth of journal entries (5-6) and upload them to their blogs. Each student within a table group will be given the role of Father, Mother, teenage son, or 8 year old daughter. I will write up a very brief one or two sentence profile of the person they are going to be writing about. Grades for this assignment will be based on the historical accuracy of the statements that their character made, the amount of detail provided in the journal, and how much attention was paid in trying to make their journals as realistic as possible. Students are also encouraged to make real-life connections to what they blogged about by commenting on their own or others entries.
 * Summative (Assessment of Learning)**

Technology:** Students will be using online blogs to create their journals that are the assessment of learning for this lesson.
 * Integration


 * Other Content Areas:**
 * English:** Students will be drawing upon their creative writing skills learned in their English classes in order to complete their assignment.
 * Health:** For some students, they will be using the information learned in their health classes to highlight what was dangerous and unhealthy about their characters living and working conditions.

Students will be collaborating with each other when they set up their blogger accounts. The groups that students do work in will be based solely on what tables they sit at. Students will be given roles via a card given to them at random. The roles are simple; they are father, mother, teenage son, or 8 year old daughter. I will write up a very brief one or two sentence profile of the person they are going to be writing about.
 * Groupings**


 * Differentiated Instruction

Strategies:**
 * Logical:** Students will be drawing upon their logical intelligences when writing their blogs, with their knowledge of what life was like for poor slum livers, students will deduce what a day would have been like.
 * Verbal:** When we are reviewing the images of the poor in "How the Other Half Lives" I will be talking and pointing out what to look at.
 * Visual:** The shocking pictures of the conditions people lived and worked in.
 * Intrapersonal:** This lesson is completely tailored for these people. Students will need to reflect deeply to themselves what life would be like for them in they actually lived the life of their character.
 * Interpersonal:** Students will be able to provide their own reactions to the images of the "hook" during class and discuss other reactions.
 * Naturalist**: In their blogs students will be able to talk about what kind of harmful effects living away from nature had.

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

Following the general policy regarding absences 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 them missed. I will set up an appropriate time for the student to view the slide show. All assigned work is expected to be complete for the next class period.

Students with Internet access are encouraged to e-mail me in order to receive any missing work on the day of and absence if it is due to illness. Since this assignment is going to be done electronically, I should be able to send the student a link to the slide show so they can watch it that day, and write their blog that night so they student will not be behind at all.


 * Extensions**

The blog assignment for this lesson uses type II technology. The richness of this assignment could be added to by comparing the life the character they have to the life of a character someone else in their table group is researching. They could also compare their character to the rich industrialists that they learned about last lesson who are summering in Newport, Rhode Island, or they can compare them to other characters who are living in Mulberry Bend, comment on other people’s blogs about how your character feels about the same event.

Materials and Technology:** Paper with the question: What kind of lives did people who lived during the Industrial Revolution have? "How the Other Half Lives" slide show Access to laptops or other computers with access to the Internet Blogger-it is free and online "How the Other Half Lives"-This is a 20 picture slide show that is a sampling of the work by photojournalist Jacob Riis documenting the slums of Manhattan. The images are shocking and do justice to the terrible conditions people were living in. http://xroads.virginia.edu/~MA01/Davis/photography/images/riisphotos/slideshow1.html
 * Materials, Resources and Technology
 * Resources:**

"How the Other Half Lives"-All 26 chapters of Jacob Riis' expose available online. http://www.bartleby.com/208/

Mulberry Bend-article that sums up the living conditions of this part of New York quite nicely. http://www.motherjones.com/politics/2001/07/conscience-place-where-other-half-lived


 * Source for Lesson Plan and Research**

All source 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**

//**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:**// This lesson demonstrates this Maine Standard for initial teacher certification because students will be provided opportunities that support their intellectual, physical, emotional, social, and cultural development. Students will be able to flex their creative muscles while writing their blogs. This gives them much freedom in what type of product is created. Students will be able to see the consistency that this unit will have by this lesson. It should make sense to students that we are learning about very poor people after learning about people with extreme wealth. Through this lesson each student will be able to delve deep into the life of one particular character. I will do all that is necessary to help students feel as comfortable as possible by being open to answering questions that people have.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:**// At the beginning of class I will pass out a half sheet of paper with a very simple question: What kind of lives did people who lived during the Industrial Revolution have? My assumption is that most students will answer that people lived rich extravagant lives since in the previous lesson we learned only about some of the world's richest men. At the end of day, students will be asked the same question orally. From this, I will first be able to gauge how much students know about how non-philanthropists lived through the paper-based question. I should be able to tell how much students learned during class during the oral questioning.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:**//
 * Logical:** Students will be drawing upon their logical intelligences when writing their blogs, with their knowledge of what life was like for poor slum livers, students will deduce what a day would have been like.
 * Verbal/Linguistic:** When we are reviewing the images of the poor in "How the Other Half Lives" I will be talking and pointing out what to look at.
 * Visual:** The shocking pictures of the conditions people lived and worked in.
 * Naturalist:** In their blogs students will be able to talk about what kind of harmful effects living away from nature had.
 * Interpersonal:** Students will be able to provide their own reactions to the images of the "hook" during class and discuss other reactions.
 * Intrapersonal:** This lesson is completely tailored for these people. Students will need to reflect deeply to themselves what life would be like for them in they actually lived the life of their character.

The blog assignment for this lesson uses type II technology. The richness of this assignment could be added to by comparing the life the character they have to the life of a character someone else in their table group is researching. They could also compare their character to the rich industrialists that they learned about last lesson who are summering in Newport, Rhode Island.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:**// At the beginning of class I will pass out a half sheet of paper with a very simple question: What kind of lives did people who lived during the Industrial Revolution have? My assumption is that most students will answer that people lived rich extravagant lives since in the previous lesson we learned only about some of the world's richest men. At the end of day, students will be asked the same question orally. From this, I will first be able to gauge how much students know about how non-philanthropists lived through the paper-based question. I should be able to tell how much students learned during class during the oral questioning. For this assignment students will assume the role of someone who lived in the Lower East Side of Manhattan in the 1880s. Their assignment is to create a blog that is actually a journal that their character would have created about their daily lives. For this assignment we are going to assume that the character that they take on can write English. They will need to create a weeks worth of journal entries (5-6) and upload them to their blogs. Each student within a table group will be given the role of Father, Mother, teenage son, or 8 year old daughter. Grades for this assignment will be based on the historical accuracy of the statements that their character made, the amount of detail provided in the journal, and how much attention was paid in trying to make their journals as realistic as possible.


 * Teaching and Learning Sequence:**

Day 1: -Pass out paper with question: What kind of lives did people who lived during the Industrial Revolution have? Allow time to complete, and collect. (5 minutes) -Show the "hook" the slide show of the images that Jacob Riis took accompanied by some melodramatic music. (22 minutes) -Get out laptops, or go to place with computers. (3 minutes) -Set up blogger accounts and go through step by step how to do this. (23 minutes) -Write out journal/blog assignment on the board, explain (5 minutes) -Allow time to research and start first blog entry so that I can be available to answer questions of what is expected for the first entry. (21 minutes) -Put away computers/turn off and return to class (1 minute)

Day 2: -Take out laptops, or go to place with computers. (3 minutes) -Give students the opportunity to ask me questions about the comments that I made on their blogs and time to revise (60 minutes) -Put away laptops/turn off and return to class (1 minute) -Verbal revision of what was learned through this lesson in class (15 minutes) -Final questions/comments and leave (1 minute)

The arrangement of the classroom is relatively traditional. I would like to have the "U" shaped tables so that students can cluster together in groups so that they can collaborate and help each other set up their blogger accounts. This setup would also allow me to address everyone without students having their backs to me. The agenda for the day is outline above. After this lesson, students are going to understand that working and living conditions for industrial workers in the era of industrial expansion in the United States were poor. Students will need to know this because it will help them understand why we have social reform laws. It will also help them to understand why we have social welfare systems even though it is of great cost to taxpayers. 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 the scary images of how terrible living conditions can be. It should shock them when they learn that on the location of this former slum is now a beautiful park. I will also let them know and discuss that there are still people who live in these conditions in the world. Logically minded students will be drawing upon their logical intelligences when writing their blogs, with their knowledge of what life was like for poor slum livers, students will deduce what a day would have been like. When we are reviewing the images of the poor in "How the Other Half Lives" I will be talking and pointing out what to look at verbally. Visually shocking pictures of the conditions people lived and worked in are the hook. In their blogs students will be able to talk about what kind of harmful effects living away from nature had. Interpersonal students will be able to provide their own reactions to the images of the "hook" during class and discuss other reactions. This lesson is completely tailored for intrapersonal people. Students will need to reflect deeply to themselves what life would be like for them in they actually lived the life of their character. //**Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.**//
 * Where, Why, What, Hook, Tailor: Logical, Verbal, Visual, Interpersonal, Intrapersonal, and Naturalist.**

I will begin to equip students with knowledge that they will need in order to complete their assignment by showing them what life was like for people who were not wealthy industrialists in New York. Student will need to know the message that was trying to be spread in Jacob Riis' "How the Other Half Lives." Instruction is not going to necessarily be "delivered," students will watch a slide show and listen to me talk about the horrors of Mulberry Bend, more research will have to be done on their own by starting at the resources provided. For this assignment students will assume the role of someone who lived in the Lower East Side of Manhattan in the 1880s. Their assignment is to create a blog that is actually a journal that their character would have created about their daily lives. For this assignment we are going to assume that the character that they take on can write English. They will need to create a weeks worth of journal entries (5-6) and upload them to their blogs. Each student within a table group will be given the role of Father, Mother, teenage son, or 8 year old daughter. Grades for this assignment will be based on the historical accuracy of the statements that their character made, the amount of detail provided in the journal, and how much attention was paid in trying to make their journals as realistic as possible. Students will be collaborating with each other when they set up their blogger accounts. The groups that students do work in will be based solely on what tables they sit at. Students will be given roles via a card given to them at random. The roles are simple; they are father, mother, teenage son, 8 year old daughter. See content notes.
 * Equip, Explore, Rethink, Tailors: Logical, Verbal, Visual, Interpersonal, Intrapersonal, and Naturalist.**

Students will explore what life was like for these poor people living in the slums of New York by researching primary documents. They will be thinking about what life would be like for them if they were put in this situation. Student will be able to do empathize with the people who lived in these poor living conditions. The learning process will be facilitated by me requiring them to analyze what life was like for their 1880s urban counterparts. Empathize with their conditions. Evidence of learning will be shown by students creating blogs, for me to read. Students will have the opportunity to rethink their product when I leave comments on their blogs. Revising will be done in class on the second day and refining will come from them developing a better more in depth idea of how life was for teenagers on Mulberry Bend.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Verbal, Visual, Interpersonal, Intrapersonal, and Naturalist.**

Students will self assess by realizing that there were not only rich and powerful people that they learned about in the first lesson, but there is also people living in slums during this time. Feedback will be provided very quickly through comments left on blogs. This connects to the previous assignment that examines the wealthiest people of this time because it documents the enormous disparity in quality of life people had during this time period. This lesson will connect to the unit as a whole because it provides one facet of understanding the era that was: The Industrial Revolution.
 * Evaluate, Tailors: Logical, Verbal, Visual, Interpersonal, Intrapersonal, and Naturalist.**


 * Content Notes**

Mulberry Bend

-Most of the people living in the slums of Mulberry Bend were newly arrived immigrants who came to this country with very little money. Many did not speak English. -Riis documented that in 1888 5,650 people lived in a 2.76 acre section of Manhattan's Lower East Side. -In 1888 the population density of Mulberry Bend was 2,047 people per acre, this is the highest sustained population density ever recorded anywhere in the world. -To put numbers into perspective, today the population density for Manhattan is 104 people per acre. -1 out of every 7 children born in Mulberry Bend died before the age of 5. -Most characters that kids are journaling about would be out of work, but all would be trying to work. -Father: would feel inadequate, would be reconsidering of moving to America was the right thing to do.


 * Handouts**

Open ended question half sheet (see attached)