L4

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

Teacher’s Name: Scott McDaniel**
 * Date of Lesson:** Lesson 4
 * Grade Level:** 11
 * Topic:** Development of the Industrial United States, 1865-1914

Student will understand that** the population growth of some America's major cities was caused by industrialization.
 * Objectives


 * Student will know** the cause behind population growth in New York City, Chicago, Philadelphia, St. Louis, and Boston.


 * Student will be able to** apply what they have learned to convince an audience that the population growth in America's cities was caused by industrial development.

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 an understanding that industrial development was a major contributing factor in the population growth and development of cities all around the United States.


 * Assessment

Formative (Assessment for Learning)** The formative assessment and the hook will be tied in together. I will profile a different major city, like Cleveland or Detroit on the board. I will use statistical data and pictures of how the city grew and ask my students why they think this city grew so much so fast. Hopefully by now they will realize that the theme of this unit is industrialization. By the end of this lesson students should be able to tell me exactly why this city grew.

Students will write a "position paper" for this lesson and post it to the blog that they created for lesson 2. Students will write an essay convincing their audience, (me and their classmates) that the population growth in the city that they are assigned (New York, Chicago, Philadelphia, St. Louis, or Boston) was either caused by new industrial innovations or something else. I will give feedback through blog comments in between the class that this is assigned and the class that it is due.
 * Summative (Assessment of Learning)**

Technology:** Students will be using their blogger accounts again to upload what they have written so that I can provide feedback to them before their paper is due. I will most likely use some sort of type I technology while I present the "hook."
 * Integration

English:** Students will be relying heavily on their writing skills in order to write this essay. They will need to know how to write the typical 5-paragraph essay.
 * Other Content Areas:
 * Math:** Students will need to know how to read, interpret, and use statistical data.
 * Geography**: Students will need to know how to read and use maps in order to understand parts of the hook, and to interpret support for the position that they take in their position paper.

Students will be grouped based on what city they are researching; I will group them as I decide. Students may collaborate with each other in class and discuss and share their findings of statistical data, maps, and commentary. The persuasive essays must be written individually however.
 * Groupings**


 * Differentiated Instruction

Strategies:**
 * Logical:** Students will need to connect the cause of an industrial development with the effect that it has on city population.
 * Verbal:** The "hook" will be presented verbally, and students will discuss findings within groups.
 * Visual:** The "hook" is also visual; the extension can also use visuals.
 * Intrapersonal:** Students will write their essay individually.
 * Interpersonal:** Students will research and discuss their findings with each other in class.
 * Naturalist:** Students can examine in their paper the environmental impact that the growth of these cities 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 that day that they missed. 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 missing work on the day of absence if it is due to illness. This will give them an extra day compared to if they wait until when they come back.

If a student is planning an extended absence they should come to me prior to the planned absence. I will modify the lesson in order to accommodate the student.


 * Extensions**

Students will be posting their persuasive essays to their blogs. As an extension, students can insert hyperlinks to maps, graphs, and tables that are online that they used in order to enhance the overall quality of the product.


 * Materials, Resources and Technology

Materials and Technology:**

Computers with Internet access for research Overhead projector or smartboard for my "hook"


 * Resources:**

I have checked the information on the Wikipedia pages for all five of the major cities that students will be researching and the one I am going to presenting the hook over. They all contain accurate information that should inspire students to search for other resources that delve deeper into the cities' pasts where they will discover historical data and images.


 * 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**

//**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:**// In this lesson students will learn about the population growth of 5 particular cities in the United States during the Industrial Revolution. This lesson connects to the Maine Learning Results. Students will need to have an understanding that industrial development was a major contributing factor in the population growth and development of cities all around the United States. Students will be given particular resources to work from, but they also have the choice to use other research in their essays. Students will be posting their persuasive essays to their blogs. As an extension, students can insert hyperlinks to maps, graphs, and tables that are online that they used in order to enhance the overall quality of the product. The lesson has a clear and natural place within the unit. The directions for how to complete the assignment are explicit. This assessment allows students to delve deep into the past of the city they are studying since they can include a variety of material in their essays. Students will feel comfortable in class because they will be collaborating with each other in their search for material for the benefit of the entire class.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:**// This lesson and the assessment that goes with it will cause students to apply their knowledge. They will need to learn all about the city they are studying and convince us of something about it. Students will be assessed verbally while I'm asking them their theories on why a different city experienced a population growth.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:**//
 * Logical:** Students will need to connect the cause of an industrial development with the effect that it has on city population.
 * Verbal:** The "hook" will be presented verbally, and students will discuss findings within groups.
 * Visual:** The "hook" is also visual; the extension can also use visuals.
 * Intrapersonal:** Students will write their essay individually.
 * Interpersonal:** Students will research and discuss their findings with each other in class.
 * Naturalist:** Students can examine in their paper the environmental impact that the growth of these cities had.


 * Technology:** Students will be posting their essays to blogs, I may use some type of type I technology to present the hook

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:**// The formative assessment and the hook will be tied in together. I will profile a different major city, like Cleveland or Detroit on the board. I will use statistical data and pictures of how the city grew and ask my students why they think this city grew so much so fast. Hopefully by now they will realize that the theme of this unit is industrialization. By the end of this lesson students should be able to tell me exactly why this city grew. Students will write a "position paper" for this lesson and post it to the blog that they created for lesson 2. Students will write an essay convincing their audience, (me and their classmates) that the population growth in the city that they are assigned (New York, Chicago, Philadelphia, St. Louis, or Boston) was either caused by new industrial innovations or something else. I will give feedback through blog comments in between the class that this is assigned and the class that it is due.


 * Teaching and Learning Sequence:**

Show hook, ask why they think this city had such a substantial population growth (15 minutes) Group students, I will do this myself based on what students I think will work best together (4 minutes) Introduce the assignment, pass out rubric, also tell about the extension (6 minutes) Take out laptops/move to a class with computers (3 minutes) Give each group the resources I picked out for them, URLs, textbook chapters (5 minutes) Time to work and research within groups, I'll be roaming around making sure students are on the right track (44 minutes) Put laptops away/return to classroom; ask any clarifying questions, leave (3 minutes)

The arrangement of the classroom is relatively traditional. I would like to have the "U" shaped tables so that students can cluster together to work in groups, but I can also address everyone at one without having students with their backs to me. See the teaching and learning sequence above for minute-by-minute agenda. After this lesson student will understand that the population growth of some America's major cities was caused by industrialization. Students are learning this content because it will give them insight as to why our major cities can into existence. The Maine Learning Result that this pertains to is the industrial development of the United States. Students are going to be hooked to this lesson by seeing the major changes that one U.S. city experienced during this time. They are going to be intrigued and want to find out why that happened. They will answer those questions while creating their persuasive essays. Students will need to connect the cause of an industrial development with the effect that it has on city population in a logical way. The "hook" will be presented verbally, and students will discuss findings within groups. The "hook" is also visual; the extension can also use visuals. Students will write their essay intrapersonally. Students will research and discuss their findings with each other in class interpersonally. Students can examine in their paper the impact that the growth of these cities had on the natural 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 Natural.**

Student will need to know the cause behind population growth in New York City, Chicago, Philadelphia, St. Louis, and Boston. They will do this be researching all the information they can find about the city that they are assigned. I will be able to guide them towards the correct information since they will be doing the majority of their research in class. All students will be working somewhat independently, but in a group. I will be going around to all the students and helping them get going in the right direction. The formative assessment and the hook will be tied in together. I will profile a different major city, like Cleveland or Detroit on the board. I will use statistical data and pictures of how the city grew and ask my students why they think this city grew so much so fast. Hopefully by now they will realize that the theme of this unit is industrialization. By the end of this lesson students should be able to tell me exactly why this city grew. Students will write a "position paper" for this lesson and post it to the blog that they created for lesson 2. Students will write an essay convincing their audience, (me and their classmates) that the population growth in the city that they are assigned (New York, Chicago, Philadelphia, St. Louis, or Boston) was either caused by new industrial innovations or something else. I will give feedback through blog comments in between the class that this is assigned and the class that it is due. See content notes.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, and Natural.**

Students will be exploring what they have learned while they are writing their essay. They will need to think deeply about what would be the causes for population explosion. They will also need to provide proof for the position that they take. Student will be able to apply what they have learned to convince an audience that the population growth in America's cities was caused by industrial development. Students will be grouped based on what city they are researching; I will group them as I decide. Students may collaborate with each other in class and discuss and share their findings of statistical data, maps, and commentary. The persuasive essays must be written individually however. Students will have the opportunity to rethink the information they researched in class while they are creating their essay. I will provide timely feedback though comments on blocks so that students can revise and refine.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Verbal, Visual, Intrapersonal, and Natural.**

Students will self assess because after the have learned so much about the growth of one of America's major cities, they will be able to answer all the questions they had regarding the city that I presented in my hook. Timely feedback to students will be given through comments on their blogs. This connects to future assignments and assessments because students will be creating a profile of what the Industrial Revolution was like as a whole at the end of this unit.
 * Evaluate, Tailors: Logical, Verbal, Visual, Intrapersonal, and Natural.**


 * Content Notes**

It would be unwieldy to try to include content notes on this form. The type of notes that I would have would be tables of populations between the years 1865 and 1914. Historical pictures of what each city looked like before and after industrial development, as well as other historical data for each city.


 * Chicago**

http://www.chicagohs.org/history/index.html- this is a link that tells all about the history of America’s “Second City” Chicago, Illinois. http://physics.bu.edu/~redner/projects/population/cities/chicago.html-page-that shows the historical populations of the city of Chicago.


 * New York City**

http://www.nyhistory.com/- tells the history and development of the United State’s largest city. http://www.nyc.gov/html/dcp/html/census/hist_pop_info.shtml-page-contains both historical populations and historical maps.


 * Philadelphia**

http://www.ushistory.org/Philadelphia/- not only tells the history of the city but gives link for additional information. http://en.wikipedia.org/wiki/Philadelphia- contains a chart with Philadelphia population from 1790-today.


 * St. Louis**

http://stlouis.missouri.org/heritage/History69/- has both oral history as well as statistics and fact regarding population growth.


 * Boston**

http://www.iboston.org/index2.php- all about Boston’s history. http://en.wikipedia.org/wiki/History_of_Boston- contains a chart with Boston population growth from 1790-today. For my hook:


 * Cleveland**

Historical populations Census statistics Historical imagery

See attached
 * Handouts**