Name: Stephanie Peterson Date: 11/10/2011 Subject: 11th Grade US History Model of Teaching: CONCEPT FORMATION/

INDUCTIVE REASONING

Standard: SSUSH7 Students will explain the process of economic growth, its regional and national Date:
impact in the first half of the 19th century, and the different responses to it. SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion.

Objective: Students will be able to identify the events and phenomenon leading up to the Civil War. Students will use the activity, textbooks, and prior knowledge to complete a worksheet matching events to people. Syntax Motivation and state the objective Activity Students are learning about the events and phenomenon leading up the Civil War, but often get the information confused. Several of the people and events are interlocking. For motivation, I will tell students we are figuring out the puzzle of how the causes of the Civil War are related. Script What I would like to present to you today is a new type of lesson, which is more of a puzzle than anything else. Im going to present you with some terms and vocabulary, and you need to figure out what they all have to do with each other, our big idea. We will be able to identify the events and phenomenon leading up to the Civil War. You will use the activity, textbooks, and prior knowledge to complete a worksheet matching events to people. Okay, were going to start on one side and everyone has to take a turn. What you need to do is just pick a term and decide if it belongs in column A or column B. The first person has it easy. They just get to pick one. But the next person has to either pick something they think is opposite of the first one, or the same (meaning it belongs in the same column). And we are going to repeat this process until weve put every single word in a category.

Enumerate, list formation

Students will be presented with a list of vocabulary, people, all of which happened before the Civil War. I will go around the room and have students out a word into category A or B, telling me why each item belongs in the group. I will let this process be completely student led and every student will have to participate.

Group information, identifying common properties

In my line of thought, I have separated each item into things that split the country, and things that kept the country together. Students will be allowed to separate the items any way it falls as long as they can prove they are somehow related. If students have
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Sandra N. Kaplan, USC

trouble, we will use process of elimination to decide what items belong in which categories.

Label and categorize the groups

Students will spend a few minutes within their seated groups discussing names for categories A and B. We will go around the room to all the groups and write down the names we have thought of. I will allow the groups to use any of the category names the class has produced to form the big idea (the next step). I will ask students to turn to each other and form a big idea using each category name. We will all discuss which big ideas we like, and which big idea we want to cross off. As a class, we will decide on the one we want to represent our big idea for the standard (s).

Form and state the generalization or big idea

Sandra N. Kaplan, USC

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