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Section 1: Background Information and Context

A: The Basics
Name Eric Kenyon Grade level(s) 10th Grade
Date(s) taught 10/26 Course/Subject World History
Lesson Title Chapter 8: The Growth Time Frame 62 Minutes
of Western Democracies
GRR of thinking maps

B: Central Focus
Big Ideas
Essential What recent events and processes helped to bring about demands for reform?
questions for the How did mass political movements work to bring about change in the
Unit workplace and in society?
How did Western nations deal with expansion and social unrest
simultaneously?
Essential What recent events and processes helped to trigger demands for reform?
Question for What recent political or social events have similarities to the Womens
Todays Lesson Suffrage Movement of the 19th and early 20th centuries?

C: Specific Standards and Objectives


Content H-SS 10.3.6: Analyze the emergence of capitalism as a dominant economic
Standard(s) pattern
and the responses to it, including Utopianism, Social Democracy,
Socialism, and Communism.
H-SS 10.3.4: Trace the evolution of work and labor, including the demise of
the
slave trade and the effects of immigration, mining and manufacturing, division
of labor, and the union movement.
Common Core CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information
Literacy of a primary or secondary source; provide an accurate summary of how key
events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.4: Determine the meaning of words and
phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
D2.His.2.9-12: Analyze change and continuity in historical eras.
D2.His.16.9-12: Integrate evidence from multiple relevant historical sources
and interpretations into a reasoned argument about the past.
ELD
ABF Outcomes JU.9-12.13: I can explain the short and long-term impact of biased words and
behaviors and unjust practices, laws, and institutions that limit the rights and
freedoms of people based on their identity groups.
JU.9-12.12: I can recognize, describe and distinguish unfairness and injustice
at different levels of society.
DI.9-12.10: I understand that diversity includes the impact of unequal power
relations on the development of group identities and cultures (women in the
workplace)
Assessment
Objectives Tools for Assessment Evaluation Criteria
Include Questioning
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Content By the end of this lesson, Formative: Group and Students ability to
Objective(s) all SWBAT: situate reform individual work from sufficiently identify
movements within the station rotation examples from this
context of the Industrial activity: students will weeks chapter and
Revolution and National be completing graphic apply them to the two
growth, explain the role organizers and graphic organizers.
that social movements had composing written
during the late 19c, and statements as
identify some of the key responses to their
figures of this respective work. Students ability to
time. address all aspects of
Summative: In-class the prompt and mobilize
Essay relating to the information gathered
essential questions from this lesson to
and core themes of the employ in the essay for
lesson. evidence and support.
Language and ASWBAT: Identify and
Literacy Articulate similarities and
Objective(s) differences between
Suffragettes and modern-
day social justice
advocates; Identify and
organize causes of the
Suffrage movement into a
cause and effect chart.
Racial and
Social Justice
Objective(s)
(see ABF
Outcomes)

D: Academic Language Demands and Supports


Identified Language Planned Language Supports
Demands
Content
Specific
Vocabulary
Language
Function
Syntax
Discourse

E: Using Knowledge about Students (and that students already have) to Inform
Teaching and Learning
Relevant Student How will you use this information in this lesson
Information plan?
Prior Knowledge -Knowledge of the -To situate and frame this lessons topics within
and Learning Industrial Revolution the context of our classs big picture
Experiences -Knowledge of
Nationalism
Funds of -Grievances with the US -These will be questions used for the warm upto
Knowledge: government and with prime the students for the rest of the lessonand
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Family/ political climate to show them how frustrations with politics and
Community/ the government are historical ideas. Moreover, to
Cultural Assets show them how social justice impacts history, and
how to learn from the way people have gone
about protest in the past.
Common The term suffrage; These will be explained and differentiated in the
Mistakes and/or thinking that the right to introduction lecture and defined on their station
Misunderstandin vote is a societal worksheets.
gs panacea; the difference
between equality and
equity
Social /
Emotional
Consideration
(5 CASEL Core
Competencies)

F: Supporting Varied Student Learning Needs


Materials, Teacher Materials, Students Materials:
Resources, Resources:
Technology Powerpoint slides, Stationery, thinking maps worksheets
worksheets
How will you support and/or accommodate the
Student Information student(s) in this lesson? Include any use of
technology
Students with Keyonte: Behavior issues Keyonte: I will regularly check for his
IEP or 504 stemming from lack of attentiveness, understanding, and his
plans confidence to succeed productivity in note taking and group work. In
Brylle: social interaction asking the class to turn in their notes at the end
issues of the period, most of the CFU for Key is built in.
Brylle: I will make sure he is attentive and not
distracting others within his group. He needs to
be placed in a group with at least two other able
and focused students.
Struggling / No one is presently failing I will ensure that Mirna is with a productive group
underperformin the class but Mirna, Mayra, and that Mayra is not in a group with Marcella,
g Students and Keyonte will require Litzy, or Luis, as they all love to socialize.
close monitoring during the
group work. They are all Key may be allowed to use headphones if he is
struggling to pass and tend productive.
to get distracted during
individual or group work.
English Litzy, LTEL I will ensure she is in a group with a fluently
Language bilingual and skilled student like Luis or Jesus.
Learners
Gifted and
Talented
Students

Section 2: Learning Task Implementation:


Day 1
Timing, Pacing TEACHER DOES: STUDENTS DO:
materials, and (Approx Indicate instructional strategies Indicate performance
other procedural . times) that address individual learning expectations (Refer to Section 1.F)
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notes including needs addressing the needs
use of (Refer to Section 1.F)
technology
Launch (Multiple 5 mins I will show clip from Students will do a quick warm up
means of Suffragette. to prime them for the upcoming
engagement) lesson.
5 mins
I will have students complete What are your initial reactions to
warm up on the following this clip? Do you think it was
prompt necessary for her to do what she
did?
Is there a social or political issue
in the US (or somewhere else)
where individuals are willing to
take their movements this far? If
so, why are they taking such
radical actions?
Instruction/ 10 I will introduce double bubble Students will listen to directions
Application mins and cause and effect maps. and suggestions on how to
(Multiple means complete the maps.
of I will lead the completion of a
representation) 10 double bubble and cause and Students will watch, listen, and
mins effect map and make sure annotate how to fill out a map on
students understand the notion a *different* sheet than the one to
of a guiding theme for each be handed out.
map.

I will tell students to complete


5 mins their maps in groups
Students will collaborate on maps
together with an elbow partner.

20
mins
Assessment, 5 mins I will regroup class and explain
closure, how these maps will help their
reflection thinking process for essays and
(Multiple means writing organization, and then
of expression) collect their work.