Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Griff Sims Lesson # __1____ Subject/Grade: U.S. History/Eleventh Date and Time of Lesson: 10/28/13 Learning Objective: When given primary sources and a PowerPoint presentation that discuss Industrialization and the changes it brought to the Western frontier students will be able to identify two issues that American Industrialization faced. Alignment with Standards: USHC-4: The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries. USHC 4.1: Summarize the impact that government policy and the construction of the transcontinental railroads had on the development of the national market and on the culture of Native American peoples. Developmental Appropriateness or Cross-curricular connections: Similar to and English class the students will be reading a document. Once they have read the document they will be asked to answer questions on it. Assessment(s) of the Objectives: Pre assessment: The students will read a primary source account from a Sioux Indian and will answer three questions about the article. During assessment: The students will be monitored as they follow along with the lesson and take notes. Post assessment: The students will fill out an exit ticket that addresses what they learned from the lesson.
Lesson Objective(s) Assessment(s) of the Objective(s) At the end of class students will be asked two write two sentences about what they learned from the lesson. Use of Formative Assessment This data will help me to determine if the teaching methods I used in this lesson were effective or ineffective.

When given primary sources and a PowerPoint presentation that discuss Industrialization and the changes it brought to the Western frontier students will be able to identify two issues that American Industrialization faced.

Accommodations: (should use of TWS 1 data) The lecture will aid audio learners, the video will aid visual learners and the outline will aid the students in taking efficient notes on the lesson. The exit ticket will help the teacher see if students understand the lesson. The teacher will keep students on task by paying close attention to when individuals and groups finish. This is to make sure students remain focused and on task. Materials: : The materials needed are the PowerPoint, a quick video on the Transcontinental railroad, copies of primary source document, and copies of an outline for students to use while listening to the PowerPoint. Students will need a pencil. Procedures: 1. Class will begin with a quick presentation of me to the class since this is my first lesson. 2. Next, I will put up a primary source document about a Sioux warrior on the PP. 3. Students will then answer three questions about the document. The questions are:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Who do you think wrote this? Who do you think they are talking about? What is the overall tone of this document? 4. Next, we will discuss their answers as a class. 5. I will then move on to my PowerPoint Presentation. Throughout the PP I have question built in that include: What are some advantages of building the transcontinental railroads? Can you think of any problems the transcontinental railroad might spark? 6. Midway through the PP I am going to have them read another primary source document that depicts the Battle of Little Bighorn. 7. We as a class will address questions such as: What kind of document is this? Who won the battle? Can you tell from this document? 8. Finally, I will have the students fill out and exit ticket before they leave the class. I am going to ask them to tell me two things they learned from the lesson. Activity Analysis: (must show use of TWS 1 data) 1. The PP presentation will be used to present information to the students about Industrialization. The PP utilizes primary sources, questions, videos, and pictures to aid learners and keep their interests. The presentation addresses all kinds of learning styles especially visual and audio learners. 2. The three questions students will be asked at the beginning of class will help the teacher understand what students already know about Industrialztion. The outline will help the teacher analyze how well students paid attention and followed the PP presentation and what they learned from the lecture. The exit ticket will be utilized to help the teacher see if the students understood the content of the lecture. References: http://www.history.com/topics/transcontinental-railroad/videos#transcontinental-railroad