L5

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

Teacher’s Name: Scott McDaniel**
 * Date of Lesson:** Lesson 5
 * Grade Level: 11**
 * Topic:** Development of the Industrial United States, 1865-1914

__**Objectives**__

 * Student will understand that** their are differing opinions on whether industrial development was positive or negative for America.
 * Student will know** statistics regarding household income, average life spans, quality of life, differing opinions.
 * Student will be able to** tell why the Industrial Revolution was good or bad for Americans and America from their perspective.

__**Maine Learning Results Alignment**__
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.

This lesson connects to the Maine Learning Results. Students will need to know the pros and cons of industrial development in order to understand the consequences of industrial development. They will be critiquing the events of the industrial revolution and decide whether they were all around helpful, or harmful to the United States.
 * Rationale:**

__**Assessment**__
In many ways the summative assessments from previous lessons will serve as guidance for what and how I teach this lesson. By looking back at previous student works I will be able to tell what aspects of the Industrial Revolution students seem to be missing. More formative assessment will come in this lesson, however, in the way of observation. By observing and listening to how students react to statements made during the "hook" I will be able to tell how much students know about the pros and cons of the Industrial Revolution.
 * Formative (Assessment for Learning)**

Students are going to be placed in one of two debate groups. (see below for details) The debate topic is industrial development of the United States. One groups of students will have to defend the position that the positive affects of industrial development outweighed the bad, and that the United States benefited from it. The other group will need to defend the position that the negative affects of industrial development outweighed the good, and the life in the United States was negatively impacted by it. The debate will take place in class but students may need to collaborate with each other outside of my classroom. Students will be graded via a checklist as a team. (see attached) Criteria will be that each group mentions the major positives or negatives of Industrial Development, explains why each facet mentioned was positive or negative, and that debating is kept respectful, on subject, and constructive, scoring will be based on the contributions coming from many different members of each group.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** I will be presenting the hook using PowerPoint. The debate will be recorded with a video camera so that I can go back and replay in case the pace of the debate makes it difficult to make sure I do not miss the facets. As part of the extension, students have the option to use visual aids like PowerPoint, Comic Life, iMovie, etc. to strengthen their position.


 * English:** Students will be using skills learned in English classes to make their arguments clear and cohesive.
 * Math:** The analysis and use of statistical data will greatly enhance the quality of student's arguments.

__Groupings__
Groups will be predetermined by me. Through the formative assessments which include summative assessments from previous lessons, I will determine what students I think will be able to put together stronger arguments and split them up. Students who exhibit great competitiveness will also be placed on separate teams. My hope is that by doing this, students who are already currently excelling will draw students have been struggling with this unit up to their level. This will be mutually beneficial because the stronger students will experience becoming almost like a teacher and will help them understand content even more. They will want to help their students so that they will get the points pertaining to many different members of the group contributing to the debate.

__**Differentiated Instruction**__

 * Strategies**
 * Logical**: Students will need to make their arguments in a logical way, and be able to identify how certain information will help their position and figure where its appropriate to use statistics and statements of fact.
 * Verbal:** Its a debate, and students collaborate in groups.
 * Visual:** The "hook" is visual, and students have the opportunity to use visuals during their debate.
 * Interpersonal:** Debate, and group collaboration.
 * Naturalist**: Students can examine the effects of industrialization on the environment, and use that as either a positive or negative argument in their debate.
 * Kinesthetic:** Debates usually involve a lot of physical movement.
 * Musical:** Just as an idea, they may not use this, but students may use the emotions that are present in music during the Industrial Development as an argument.

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

If students are not present during the first class of this lesson they will still need to come to me the day they return. If they return the day after the first class then I will tell them their group and ask them to consult a team member about the information they plan to use in their argument and a general overview of their strategy.

If a student misses both days of the lesson then a separate assignment will be created. I will set up a time and place where the video of the debate can be watched by the student. They will be required to write a short essay that answers one simple question: What team won the debate? I will explain them that I expect support for their answer. This paper will be due by next class.

Students may utilize visual aides such as PowerPoint, Comic Life, and iMovie to enhance the arguments that they make during their debate.
 * Extensions**

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

Paper for checklist I will pass out, and for me. PowerPoint (for my presentation) PowerPoint, Comic Life, iMovie, etc. for students to create optional visuals Overhead computer screen projector

Resources:

@http://industrial-revolution.org/

@http://www.puhsd.k12.ca.us/chana/staffpages/eichman/Adult_School/us/fall/industrialization/1/industrial_revolution.htm

Debating guidlines http://www.ada.org.nz/guidelns.php

__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**__
Rationale:** In this lesson there will be opportunities that will support the development of each student. Students will be able to use a variety of different tools to present their argument, it will be mostly verbal, but there is lots of ways in which visual aides and other manipulatives can be used. Students have a lot of freedom in what they use as support for their position. All the expectations will be clearly stated both in the guidelines for how to debate (see link) and in the checklist. (see attached) Students will have to think deeply about this topic in order to have a truly engaging debate. The discussion will help students expand and alter their ideas about what they have learned. There are special guidelines in the checklist to make sure that the classroom coninues as a positive and constructive environment. All students will have the opportunity to contribue without feeling like there will be negative ramifications from other students or me.
 * //Standard 3 - Demonstrates a 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:** The facet of understanding used for this lesson is perspective. Students will need to understand that they are able to look back at this era with a perspective of being able to see the era as a whole and knowing what events ensued. Students may have assumed at this point that everyone thinks that industrial development was a positive for this country. They will need to put themselves both in the perspective of the position they are assigned to defend, and in the other perspective so that they can defend their position more adequately. See content notes.
 * //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**: Students will need to make their arguments in a logical way, and be able to identify how certain information will help their position and figure where its appropriate to use statistics and statements of fact.
 * Verbal:** Its a debate, and students collaborate in groups.
 * Visual:** The "hook" is visual, and students have the opportunity to use visuals during their debate.
 * Interpersonal:** Debate, and group collaboration.
 * Naturalist**: Students can examine the effects of industrialization on the environment, and use that as either a positive or negative argument in their debate.
 * Kinesthetic:** Debates usually involve a lot of physical movement.
 * Musical:** Just as an idea, they may not use this, but students may use the emotions that are present in music during the Industrial Development as an argument.


 * Technology:** I will be presenting the hook using PowerPoint. The debate will be recorded with a video camera so that I can go back and replay in case the pace of the debate makes it difficult to make sure I do not miss the facets. As part of the extension, students have the option to use visual aids like PowerPoint, Comic Life, iMovie, etc. to strengthen their position.

Rationale:** In many ways the summative assessments from previous lessons will serve as guidance for what and how I teach this lesson. By looking back at previous student works I will be able to tell what aspects of the Industrial Revolution students seem to be missing. More formative assessment will come in this lesson, however, in the way of observation. By observing and listening to how students react to statements made during the "hook" I will be able to tell how much students know about the pros and cons of the Industrial Revolution. Students are going to be placed in one of two debate groups. (see below for details) The debate topic is industrial development of the United States. One groups of students will have to defend the position that the positive affects of industrial development outweighed the bad, and that the United States benefited from it. The other group will need to defend the position that the negative affects of industrial development outweighed the good, and the life in the United States was negatively impacted by it. The debate will take place in class but students may need to collaborate with each other outside of my classroom. Students will be graded via a checklist as a team. (see attached) Criteria will be that each group mentions the major positives or negatives of Industrial Development, explains why each facet mentioned was positive or negative, and that debating is kept respectful, on subject, and constructive, scoring will be based on the contributions coming from many different members of each group.
 * //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: -Allow students to come in and get settled (2 minutes) -Give a brief reminder of what we have learned so far in this unit, and present "hook," the PowerPoint (9 minutes) -Tell students about what their assignment is going to be, pass out checklist (4 minutes) -Pull up the debating guidelines website, go through it with them (11 minutes) -Put students into teams, see "grouping" section above for details (5 minutes) -Allow time for students to discuss strategy for how they are going to "win" the debate, go back in forth between teams facilitating conversation and offering suggestion, remind students that they need decide how they are going to go about collecting information to use, and self assign roles, provide suggestions for how they can contact each other outside of class (37 minutes) -Time to ask clarifying questions, and leave (2 minutes)

Day 2: -Time to collaborate with team and do final touches (8 minutes) -Reminder of guidelines of debate, students need to be respectful of each other (2 minutes) -Debate, I will be facilitating the debate, and filling out checklist for each team, camera will be on tripod recording (50 minutes) -Debrief, tell students that there is no winner or loser, correct any incorrect factual information provided, either praise or admonish students for respectfulness. (15 minutes) -Time to decompress from this heated and impassioned debate these students have just had so that they can perform well in their next class (5 minutes)

For the first day the classroom arrangement will be the normal "U" shaped tables directed toward the front of the room like I normally have. This makes it so that students can both pay attention to me when I am presenting my "hook" and explaining the guidelines for debating, but at the same time students can cluster together with other team members. The second day students will come into the class being arranged different from what they have seen all year. Idealy, I would have access to rectangular tables but I most likely will not. I will simply turn the table the tables ninety degrees to either the right or the left so that one half of table is facing the other half, which in turn are facing them. This has the obvious advantage of students being able to address each other face to face. The only issue I see arising from this is difficulty students may have with collaborating with team mates in order to form an argument or rebuttal. After this debate students are going to understand that their are differing opinions on whether industrial development was positive or negative for America. Why this is important should be evident to every student in this class, it tells us that history can be viewed from a variey of perspectives and that we need to be able to look at all sides and investigate so that we can better understand the past and learn from it. The Maine Learning Result that this lesson pertains to is the industrial development of the United States. Students are going to be hooked to the lesson by the PowerPoint I present at the beginning of day 1. Students will need to make their arguments in a **logical** way, and be able to identify how certain information will help their position and figure where its appropriate to use statistics and statements of fact. The debate **verbal**, students will also be collaborating in groups. The "hook" is **visual**, and students have the opportunity to use visuals during their debate. **Interpersonal** students will love debating and group collaboration. Students can examine the effects of industrialization on the **natural** environment, and use that as either a positive or negative argument in their debate. Debates usually involve a lot of physical, **kinesthetic** movement. Just as an idea, they may not use this, but students may use the emotions that are present in **music** during the Industrial Development as an argument. Students may not have realized before that there were both positives and negatives of industrial development. //**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 Tailor: Logical, Verbal, Visual, Interpersonal, Natural, Kinesthetic, and Musical.**

Students are going to learn most of what they need to know in this lesson via the hook, previous lessons, and personal research. Students will need to know statistics regarding household income, average life spans, quality of life, differing opinions. Instruction is going to be delivered both in the front of the classroom and while walking around giving students guidance while they put together their arguments for their debates. In many ways the summative assessments from previous lessons will serve as guidance for what and how I teach this lesson. By looking back at previous student works I will be able to tell what aspects of the Industrial Revolution students seem to be missing. More formative assessment will come in this lesson, however, in the way of observation. By observing and listening to how students react to statements made during the "hook" I will be able to tell how much students know about the pros and cons of the Industrial Revolution. See content notes.
 * Equip, Explore, Rethink, Tailor: Logical, Verbal, Visual, Interpersonal, Natural, Kinesthetic, and Musical.**

Students will explore the knowledge when they are putting together and thinking through their argument for the debate. During the debate, students will actually be experiencing the actual application of this knowledge, they will get to see how other students as well as their teacher reacts to it. They will need to really no the content in and out to be able to put together a convincing and cohesive argument. Students will be able to tell why the Industrial Revolution was good or bad for Americans and America from their perspective. This knowledge will come from the forced research to be able to understand what they are arguing for or against. Students are going to be placed in one of two debate groups. (see below for details) The debate topic is industrial development of the United States. One groups of students will have to defend the position that the positive affects of industrial development outweighed the bad, and that the United States benefited from it. The other group will need to defend the position that the negative affects of industrial development outweighed the good, and the life in the United States was negatively impacted by it. The debate will take place in class but students may need to collaborate with each other outside of my classroom. Students will be graded via a checklist as a team. (see attached) Criteria will be that each group mentions the major positives or negatives of Industrial Development, explains why each facet mentioned was positive or negative, and that debating is kept respectful, on subject, and constructive, scoring will be based on the contributions coming from many different members of each group. Groups will be predetermined by me. Through the formative assessments which include summative assessments from previous lessons, I will determine what students I think will be able to put together stronger arguments and split them up. Students who exhibit great competitiveness will also be placed on separate teams. My hope is that by doing this, students who are already currently excelling will draw students have been struggling with this unit up to their level. This will be mutually beneficial because the stronger students will experience becoming almost like a teacher and will help them understand content even more. They will want to help their students so that they will get the points pertaining to many different members of the group contributing to the debate. Students will not only have the opportunity to rethink, revise and refine their product, they will be forced to, this will be essential for them if they want to present a convincing argument.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Logical, Verbal, Visual, Interpersonal, Natural, Kinesthetic, and Musical.**

Students will self assess by being able to tell if their argument was the right one, and if they made appropriate arguments that exhibited their understanding of the topic. Feedback will be provided both on the spot, during the debate, and immediately after in our debriefing period. This whole lesson just gives students a better understanding of what life was like during the Industrial Revolution and will help them in lessons seven and eight.
 * Evaluate, Tailor: Logical, Verbal, Visual, Interpersonal, Natural, Kinesthetic, and Musical.**


 * Content Notes**

Negatives of industrial development

-A greater gap between the rich and poor emerged, factory owners were unspeakably poor, but people who worked in their factories were "soul crushingly poor." -Some cities grew faster than what they could plan for, lack of planning led to slums, new sewage, water, or sanitation systems. -Unsanitary conditions led to the spread of illnesses like cholera. -There was a high demand for workers, wages were very low, and conditions were poor, you could be fired if you complained, you were sick, and if you got hurt and could no longer work. -Poor working conditions and feelings of hopelessness are precursors to communism. -Child labor -Polluted environment

Positives of industrial development

-People are brought in from rural villages and modernized -Machines can make more products more efficiently than people, this leads to more widely available food, clothing, shelter, and medicine. -More products meant more material wealth for many. -Communications and transportation network brought the world together, progressive ideas could spread quicker, progress could be made quicker, spread of ideas. -Very high standard of living for middle and upper classes. -Pushed us into the modern era. -The western world would not be where we are today if industrial development had never happened.

Checklist (see attached)
 * Handouts**