Learning Segments - Industrialization

Lauren Daus & Jose Ortiz
PLANNING FOR THE LESSON

Key Content Standard(s) - Content & ELD: List the complete text of only the relevant parts of each standard. TPE 1
8.12 - Students analyze the transformation of the American economy and the changing social and political
conditions in the United States in response to the Industrial Revolution.
o 8.12.1 - Trace patterns of agricultural and industrial development as they relate to climate, use of natural
resources, markets, and trade and locate such development on a map.
o 8.12.4 - Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry e.g., !ndre"
#arnegie, $ohn D. %ockefeller, &eland 'tanford(.
o 8.12.) - *+amine the location and effects of urbani,ation, rene"ed immigration, and industriali,ation e.g., the
effects on social fabric of cities, "ealth and economic opportunity, the conservation movement(.
o 8.12.- - Discuss child labor, "orking conditions, and laisse,-faire policies to"ard big business and e+amine
the labor movement, including its leaders e.g., 'amuel .ompers(, its demand for collective bargaining, and its
strikes and protests over labor conditions.
Lesson O!e"t#$e: What do you want students to know and e ale to do at the end of this learnin! se!ment" TPE 1
#auses and effects of industrial development affect how the society is today.
Workers are exploited y entrepreneurs and consumers.
$ntrepreneurs and industrialists played a ma%or role in advancin! technolo!y for society.
&ractice critical thinkin! around the essential 'uestions: /o" are people e+ploited0 #an ambition be 1ustified0
Write timed analytical responses and reflections y usin! historical evidence from what they learn in class and
connectin! it to their personal experiences.
(ead and analyze primary and secondary sources to !ain knowled!e from different perspectives that entail the
worker) entrepreneur) and consumer.
&ractice pulic speakin! y voicin! their opinions) thou!hts) and answers to 'uestions asked aout critical
vocaulary and historical events.
#ollaorate with their peers y en!a!in! in activities and experientials) and participatin! in community uildin! that
revolve around respect and acknowled!in! each other*s narratives as their own.
Assess%ents - For%a& and In'or%a&: +ow will you assess if and what students are learnin!" TPE (
Writin! reflections
,ote takin! -#ornell notes.
#ritical class dialo!ues
/nalyses of primary and secondary sources
0roup work
$xperientials
(eceptive & productive modalities
1isual /nalysis: /nalyze 2rom the Depths 134-( y William 2alfour 3er.
1eral: 4ocratic 4eminar
Written: /nnotated 5ma!es
)od#'#"at#ons* A""o%%odat#ons* S"a''o&d#n+ - +ow will you ad%ust your instruction and assessments to meet the
diverse needs of students -esp. lan!ua!e learners and6or special needs." TPE , and -
&lan community uildin! activities for students to !et to know each other and develop a safe space for
comfortaleness.
&rovide lar!er text and pictures for vision efficiency
/llow students to work with their peers y situatin! them in !roups to!ether7 everyone must complete assi!ned tasks
in their !roups.
&rovide different learnin! styles for students -e.!. kinesthetic) visual) veral.: $xperiential exercises7 ima!es7
sentence frames6starters7 veral and written instructions
Prere./#s#te S0#&&s and Kno1&ed+e and E23er#ent#a& 4a"0+ro/nds5
+ow will you access and activate students* prior knowled!e and connect to students* lived experiences" TPE 6
4tudents will e encoura!ed to critically think aout specific historical moments that have influenced how society has
advanced in technolo!ies. 8hey will have the opportunity of descriin! ways in which industrialization still exist today
-sweatshops) microchip factories. and make connections to their personal experiences. 4tudents will also e
encoura!ed to share aout when they have experienced forms of oppression similar to what they have learned aout
industrialization. +ow do people ecome exploited or contriute to exploitation"
A"ade%#" Lan+/a+e
7o"a/&ary8
9nit:4pecific 0eneral /cademic
5ndustrialization #onsumer
$xploitation $ntrepreneur
(esistance Worker
Ot9er te2t str/"t/res* or+an#:at#ona&* sty&#st#"* or +ra%%at#"a& 'eat/res t9at 1#&& e e23&#"#t&y ta/+9t :
8ext #onnectives:
5ndicatin! time ; then) afterward) in the end) later) until that time) next) finally) after a while) previously
5ndicatin! cause and effect ; therefore) as a conse'uence of) as a result) due to) ecause of this
#omparin! ; similarly) in the same way
4e'uencin! ideas ; first) second) third) finally) most important) last
#larifyin! or elaoratin! ; for example) for instance) to illustrate) to put differently
#ontrastin! ; however) on the other hand) yet
Written 0enres:
&ersonal recount
,arrative
<actual or historical recount
8emporal explanation
$xplanation -causal.
$xposition6ar!ument
Discussion
+istorical explanation6historical ar!ument
Instr/"t#ona& Learn#n+ Strate+#es to S/33ort St/dent Learn#n+
+ow will you =. stimulate6motivate students y connectin! the lesson to experiential ack!rounds) interests and prior
learnin!) >. identify learnin! outcomes ?. present material) !uide practice) and uild independent learnin!) @. monitor
student learnin! durin! instruction) A. uild metaco!nitive understandin!" TPEs 1* ,-;* <-1=
=. $ncoura!e students to share personal experiences that revolve around oppression) exploitation) and resistance.
>. 0o over !oals for each lesson plan and ask students what they would also like to accomplish or learn aout.
?. &rovide primary and secondary sources that relate to each topic for students to analyze) present en!a!in! &ower&oints
that contain main ideas6understandin!s) and provide community:uildin! activities) ut also an opportunity for students
to individually reflect on what they are learnin! and how it relates to their own lives.
@. 9se formal and informal assessments) challen!e students to answer 'uestions and also ask 'uestions) and have
critical discussions on the causality of historical events and the actions of the entrepreneur) worker) and consumer.
A. $ncoura!e students to share knowled!e with their peers and en!a!e in critical dialo!ue.
Learnin! 4e!ment 8itle: 8he (ise of 5ndustrialization
L#st 19at t9e st/dents 1#&& e do#n+ and 19at t9e tea"9er 1#&& e do#n+5 Day 1 o' 1
O!e"t#$e8 A""ess 3r#or 0no1&ed+e o' 9o1 st/dents #nter3ret 'a"tor#es and 1or0#n+ "ond#t#ons> asse%&y &#ne
e23er#ent#a&> ?@9at #'A s0et"9
T#%e St/dents Tea"9er
Lesson Reso/r"esB
)ater#a&s TPE,
C %#n
(3ass#n+
3er#od)
$nter the classroom and sit
at their seats
0reet students at the door
o 5nly accept firm handshakes6
o 7ake sure hoods 8 earphones are
off
C %#n
B=C:?C:=C:?AD
4hare !ood thin!s with the
class
o 0ive rounds of applause
to each other
0reet students E0ood mornin!.F Lead
E0ood 8hin!s.F
o /sk students to share any !ood
thin!s that happened to them
recently
o 7ake sure tardy students have a
pass
1C %#n
B=C:?A:=C:ACD
0et their assi!ned laptops
when their numers are
called) then !o ack to their
seats7 do not start 'uiz until
everyone has their laptop
and is si!ned in onto
$n!rade
Once done with the 'uiz) put
their laptops ack
/llow students to take the Gexican:
/merican War 'uiz: #all laptop H =:=C)
==:>C) >=:?CI
Once everyone has their laptop) let the
students take the 'uiz7 remind them to
stay silent and keep their eyes on their
own screen.
Walk around the room to make sure
students are not lookin! at other
students* screens.
4tudent laptops
1= %#n
B=C:AC:==:CCD
Listen to what the teacher is
sayin!
Listen to instructions.
$xplain to the class that for their J
th

!rade promotion) they are plannin! to
have every audience memer fly paper
airplanes as a celeration. 8heir !oal
for the day is to create as many paper
airplanes as they can) ut they are on a
time crunch.
$xplain instructions for experiential:
4tudents will participate in an assemly
line. K&et students kno" that the school
is "orking on the electricity, so the
lights have to be off for a bit.
5f there are more than A people in an
assemly line) assi!n the rest of the
students to e an entrepreneur or
consumer.
Gake sure all li!hts are
off and any electronics
are put away. 9/o"
"ould living be "ithout
electricity:technology0
5nstruction placards
1= %#n
B==:CC:==:=CD
;nkno"ingly participate in
an e+periential< 4tand up in
front of their desks. (eceive
assi!ned task -piece of
paper with specific step to
follow to make airplane. and
place it at the top left of their
desks so they can refer to
this step once they receive
part of the airplane that is
made y the person to their
ri!ht.
(eceive stacks of paper
#reate as many paper
airplanes as they can in =C
min.
&ass out stacks of paper to the first
person in front of each assemly line.
Let everyone know that they have =A
min to make as many planes as they
can. 9!ll teachers "ill play the role of
the entrepreneur or consumer.
*ntrepreneur< =ush students to make
the best planes and >e+ploit? them by
voicing negative comments. #onsumer<
2ly paper airplanes and decide if they
are "orthy enough to be used for 8
th

grade promotion.
0ive time checks for students & walk
around to see how assemly lines are
doin!
5f students aren*t doin! a well enou!h
%o) replace them with the students who
were assi!ned to e entrepreneurs and
Desks
&aper
8ask placards
&aper airplanes
8imer
consumers.
1= %#n
B==:=C:==:>CD
4top creatin! paper
airplanes and sit ack in
their seats.
Listen to each perspective of
the teachers to see how their
assemly lines did.
(espond to 'uestions y
usin! specific evidence of
what happened durin! the
experiential
Once the =C min are up) tell each
student to stop what they are doin! and
to have a seat
$ach teacher will talk throu!h the
perspective of the entrepreneur or the
consumer and answer the followin!
'uestions: /o" did each assembly line
do0 @hich lines "ere efficient0 @hich
lines "ere not0 @ho had the best
airplanes0 @hy do you think so0 2or
the consumers, "hich planes "ould you
buy and ho" much "ould you pay for
them0 Do you think they are "orthy
enough to be used at 8
th
grade
promotion0
o /sk students 'uestions aout what
you noticed i.e. @hy "as this line
so slo"0 @hat made your group
successful in making your planes0(.
/llow students to provide reasonin!
for their successes or stretches.
&aper airplanes
1= %#n
B==:>C:==:?CD
#ry their eyes out from
creatin! paper airplanes for
nothin!.
Listen to instructions for
writin! reflection7 respond to
'uestions in their noteooks
<or those done early) share
with a teacher or classmate
what they wrote
Let the students know that the activity
was %ust an experiential.
/llow for the students to do a writin!
reflection in their noteooks: /o" did
you feel "hile making paper airplanes0
Do you think your group succeeded in
making the best airplanes0 @hy or "hy
not0 @hat did you see the teachers
doing and "hat did you hear them
saying to you0 To other students0 As
there anything this e+periential
reminded you of0
/s students are writin!) pick up any
paper airplanes on the floor and collect
task cards from their desks.
Walk around the room to see how
students are doin!6what they are
writin!. <or those done early) check in
to see what they wrote or allow them to
share with a partner
White oard) writin!
reflection 'uestions
,oteooks
&encils6&ens
&aper airplanes
8ask cards
8imer
1= %#n
B==:?C:==:@CD
&articipate in class dialo!ue.
4hare what they wrote and
listen to what their peers are
sayin!.
Lead class dialo!ue y allowin!
students to share what they wrote.
Gake sure at least = person from each
side of the room shares7 try to call on
students who have not really spoken
throu!hout the 'uarter) consider the
male to female ratio of who speaks
&ro%ector6Laptop
,oteooks
&encils6&ens
C %#n
B==:@C:==:@AD
Watch 2rain&O& video and
take #ornell notes
&lay 2rain&O& /ssemly Line video &ro%ector6Laptop
2rain&O& video
,oteooks
&encils6&ens
1C %#n
B==:@A:=>:CCD
&articipate in class dialo!ue7
take notes on important
concepts from video
-assemly line.
<acilitate class dialo!ue aout video7
elaorate on important concepts
mentioned in the video
0o over voca: entrepreneur)
consumer) worker -draw upside down
trian!le7 hierarchy.
White oard6marker
,oteooks
&encils6&ens
C %#n
B=>:CC:=>:CAD
/nalyze ima!e and write
4ee Gean in noteooks
5f students are done early)
they can 'uietly share with
their partner what they
wrote.
4how 2rom the Depths ima!e
/llow students to do 4ee Gean
students are doin!.
&ro%ector6Laptop
2rom the Depths
,oteooks
&encils6&ens
1= %#n
B=>:CA:=>:=AD
&articipate in Ga!ic &opcorn /llow students to use ma!ic paper to
share with the class what they see and
what they think the picture means.
Let students know that they have to call
on their peers -EGa!ic &opcornF.
2rom the Depths
Ga!ic paper
,oteooks
&encils6&ens
( %#n &ack up elon!in!s and wait
until dismissal
Dismiss students to !o to next class 4tudent elon!in!s
Worker) #onsumer) $ntrepreneur
L#st 19at t9e st/dents 1#&& e do#n+ and 19at t9e tea"9er 1#&& e do#n+5 Day 1 o' ,
O!e"t#$e8 Learn 'ro% 3ers3e"t#$es o' 1or0er* "ons/%er* and entre3rene/r
Lesson Reso/r"esB
)ater#a&s TPE,
C %#n
(3ass#n+
3er#od)
$nter the classroom and sit at
their seats
off
C %#n
BJ:=A:J:>CD
class
o 0ive rounds of applause to
each other
E0ood 8hin!s.F
recently
pass
1= %#n
BJ:>C:J:?CD
#reate Word Wall as a class7
look ack in their noteooks to
see which terms they learned
aout durin! previous class
4hare definitions of the words
#reate a Word Wall with the students.
/sk students to share aloud what words
they wrote. 8hen add important voca
words that weren*t mentioned.
/llow students to share definitions of
White oard) marker
,oteooks
&ens6&encils
the words as they share aloud
C %#n
BJ:?C:J:?AD
4plit themselves into !roups y
countin! off =:?.
Gove desks to face !roup
memers when readin!
+ave = person from their !roup
!et textooks for each memer
#ount students off =:?
o 0roup = L entrepreneur -=C
students.
o 0roup > L consumer -=C students.
o 0roup ? L worker -=C students.
4plit each !roup into su!roups: M
!roups of A for %i!saw readin! aout the
8rian!le <actory
/llow students to move desks so that
they are facin! each other
Let = person from each !roup !et
textooks for their !roup memers -only
allow > students at a time to prevent
crowdin!.
While students are movin! around)
have one teacher write on the oard the
assi!ned readin! pa!es for each !roup:
o 0roup = L p!. ?AJ) ?MC -$.
o 0roup > L p!. ?M> -#.
o 0roup ? L p!. ?MA -W.
Gathematical minds
4tudent odies
/istory !live6
textooks
Desks) chairs
1C %#n
BJ:?A:J:ACD
(ead individually in their
!roups. Once done readin! a
para!raph) write important info
in noteooks) then move onto
next para!raph
$ach memer must come up
with at least > 'uestions that
relate to the readin!
Discuss as a !roup what they
read aout.
0ive students time to read their
assi!ned sections. Let them read
individually in their !roups.
students are doin!. /ssist stru!!lin!
readers.
/istory !live6
textooks
,oteooks
&encils6&ens
8imer
1= %#n
BJ:AC:N:CCD
&articipate in class dialo!ue y
sharin! what they read aout
and the 'uestions they came up
with
<acilitate class dialo!ue: What did the
entrepreneurs read aout" Workers"
#onsumers" What are some 'uestions
you came up with" What are some new
thin!s you learned today" What are
some connections we can make to
today*s technolo!y6society"
,oteooks
&ens6&encils
C %#n
BN:CC:N:CAD
<ill out exit slip. &ack up
elon!in!s and wait until
dismissal
&ass out index cards for exit slip: What
motivates you" What keeps you
en!a!ed in school"
Dismiss students to !o to next class &
collect exit slips at the door
4tudent elon!in!s
$xit slips
L#st 19at t9e st/dents 1#&& e do#n+ and 19at t9e tea"9er 1#&& e do#n+5 Day ( o' ,
Lesson Reso/r"esB
)ater#a&s TPE,
C %#n
(3ass#n+
3er#od)
at their seats
off
C %#n
B=C:?C:=C:?AD
class
to each other
E0ood 8hin!s.F
recently
pass
C %#n
B=C:?A:=C:@CD
Look to side oard to see
o%ective & a!enda for the
class
0o over o%ective & a!enda for the
class -written on side oard.
8ransition : Besterday "e talked about
the Triangle 2actory, but "eCre going to
learn more about ho" industriali,ation
started in the ;.'D
White oard
1= %#n
B=C:@C:=C:ACD
Watch video & answer >
'uestions in noteooks
/sk any clarifyin! 'uestions.
/nswer 'uestions posed y
teacher
4how Andustrial %evolution video
0o over > thin!s to look for:
o What is = takeaway from the video"
o What is = 'uestion you have aout
the information presented in the
video"
4top the video and !o over important
concepts6info with the students when
necessary.
&ro%ector6Laptop
Andustrial %evolution
video
,oteooks
&ens6&encils
White oard
C %#n
B=C:AC:=C:AAD
Write down = takeaway from
and = 'uestion aout the
video in their noteooks.
When they are done writin!)
share with their partner.
0ive students time to write = thin! they
learned from the video and = 'uestion
they have aout the video.
students are doin!. #heck for
understandin! and make sure students
are doin! &air:4hare.
,oteooks
&encils6&ens
8imer
1= %#n
B=C:AA:==:CAD
&articipate in 'ay
'omething, !sk 'omething
<acilitate 'ay 'omething, !sk
'omething -use index cards to call on
students.:
o 'ay 'omething: 4tudent will share
= thin! they learned from the video
or &air:4hare
o !sk 'omething: 4tudent will share
= 'uestion they have aout what
they learned
9#all on at least - students
8ransition : Eo" "eCre going to go into
ho" the ;.'. moved from agricultural to
,oteooks
&ens6&encils
,ame index cards
industrial by looking at mapsD
1= %#n
B==:CA:==:=AD
Look at maps to!ether as a
class. Write notes in
noteooks
/sk any clarifyin! 'uestions.
/nswer 'uestions posed y
teacher
4how !gricultural %egions, 1344:
cotton & farmin!
o @hy do you think cotton "as
popular in the 'outh0
o @hich "ay is the use of agriculture
moving to"ards0
o @hy do you think itCs moving to the
@est0 talk about immigration from
*ngland 8 1
st
industrial rev(
4how Aron and 'teel =roduction, 1344:
o @hy do you think there are a lot of
coal deposits0
o @hy are industrial belts only in the
Eorth0
o @hat role did railroads play0
8ransition : Eo" "eCre going to revisit
the Triangle 2actory to look at a
specific e+perience that happened
during industriali,ationD
&ro%ector6Laptop
Gaps
,oteooks
&ens6&encils
1= %#n
B==:=A:==:>AD
Watch video & take notes 4how Triangle 'hirt"aist 2actory
Disaster -84<D. video. 0o over
'uestions & write them on oard:
o @ho are the main characters0
o @hat is the setting0 place, year,
etc.(
o @hat are the most important events
that lead up to the tragedy0
0ive students time to finish answerin!
'uestions
White oard) marker
&ro%ector6Laptop
1ideo
,oteooks
&ens6&encils
C %#n
B==:>A:==:?CD
&articipate in rief dialo!ue <acilitate rief dialo!ue y askin!
students what they wrote aout in their
noteooks
8ransition : Eo" "eCre going to "atch
the video again, but this time, youCre
going to fill out a "orksheet. @eCre
really going to analy,e this event and
try to figure out "ho is to blameD
,oteooks
&ens6&encils
White oard) marker
C %#n
B==:?C:==:?AD
(eceive !raphic or!anizers
/sk any clarifyin! 'uestions
&ass out !raphic or!anizer for video
0o over !raphic or! with students
84<D !raphic or!
1C %#n
B==:?A:==:ACD
Watch video & fill out
!raphic or! BM minD
<ill in sections on !raphic
or! they didn*t finish BN minD
4how 84<D video
0ive students time to fill out !raphic or!
8ransition : Eo" that "eCve seen some
visuals, "eCre going to deeply analy,e
the fire through the perspective of the
"orker, consumer, and entrepreneurD
&ro%ector6Laptop
1ideo
0raphic or!s
&ens6&encils
(= %#n
B==:AC:=>:=CD
0et into !roups and arran!e
desks accordin!ly
+ave = person in su!roup
!et textooks for everyone
(ead individually in their
!roups and take notes.
5f finished early) share with
!roup memers aout what
they read. #ome up with at
least > important thin!s they
learned from their
perspective.
/llow students to !et in their worker)
consumer) and entrepreneur !roups
=C students should e in each !roup.
4plit each !roup into su!roups of A.
(emind students to read para!raph y
para!raph and write notes
students are doin!. /ssist stru!!lin!
readers.
&ro%ector6&ower&oint
8extooks
,oteooks
&ens6&encils
8imer
C %#n
B=>:=C:=>:=AD
&articipate in Whip /round $xplain instructions for Whip /round:
+ave = !roup memer share =
important thin! they learned from their
perspective of worker) consumer) or
entrepreneur7 no duplicates
,oteooks
8extooks
( %#n &ack up elon!in!s and wait
until dismissal
Dismiss students to !o to next class 4tudent elon!in!s
L#st 19at t9e st/dents 1#&& e do#n+ and 19at t9e tea"9er 1#&& e do#n+5 Day D o' ,
Lesson Reso/r"esB
)ater#a&s TPE,
C %#n
(3ass#n+
3er#od)
at their seats
off
C %#n
B=C:?C:=C:?AD
class
to each other
E0ood 8hin!s.F
recently
pass
C %#n
B=C:?A:=C:@CD
(eceive work ack &ass out any work that the students can
use for the seminar:
o $xperiential6Writin! reflection
o 2rain&O& video
o Worker) consumer) entrepreneur
hierarchy
o 2rom the Depths 4ee Gean
o Word Wall
o (eadin!s: 0roup = L p!. ?AJ) ?MC
-$.) 0roup > L p!. ?M> -#.) 0roup
? L p!. ?MA -W.
o 5( video) 4ay 4omethin! /sk
4omethin!
Worksheets
@ student volunteers
o Gaps
o 8<4D video) worksheet
o Gath worksheets
o 9nfair treatment notes
C %#n
B=C:@C:=C:@AD
0o over the Word Wall as a
class7 define the words usin!
their notes
Define resistance.
/dd more words to the wall.
0o over the Word Wall with the
students. /sk students to share aloud
the definitions.
/dd resistance as one of the words.
/sk students to define the word.
/dd any other words the students would
like.
Word Wall
Garker
,oteooks
&ens6&encils
1= %#n
B=C:@C:=C:ACD
0et textooks from the ack
of the classroom.
FEo" that "eCve "atched a video, "eCre
going to go over the factory fire story in
the te+tbook...G /llow ? students to pass
out textooks to the class.
(ead p!. ?MO:?MJ with the class.
Dialo!ue aout important concepts and
information the students should know
-8his is another description of the
factory fire..
o What is the 5L0W9 strike"
o Why did =@M workers die"
o What do you think caused the fire"
o What does Eskeletons endin! over
sewin! machinesF mean"
o What do you think the /sch 2uildin!
needed to e more of a safe place"
/istory !live6
textooks
,oteooks
&ens6&encils
1C %#n
BN:?C:N:@AD
(eceive math worksheets.
0o over the first 'uestion as
a class.
FEo" "eCre going to try to figure out
"hy the "omen "ould go on strikeDG
&ass out 5( Gath &rolems worksheet.
0o over first 'uestion with the students
5( Gath &rolems
worksheets
&encils6&ens
8imer
1= %#n
BN:@A:N:AAD
0o over answers for math
prolems as a class.
Dialo!ue aout worker*s
wa!es
0o over answers for math prolems
with students
@hy do you think "eCre comparing the
"ages from the industrial revolution to
today0 Do you think the "ages "ere
fair0 @hy do you think the "ages "ere
so lo"0 @hy do you think they raised0
5( Gath &rolems
worksheet
&ens6&encils
C %#n
BN:AA:=C:CCD
dismissal
&ass out index cards for exit slip: What
'uestions do you have aout the
industrial revolution" +ow are you
feelin! aout the preparation for the
4ocratic 4eminar so far"
4tudent elon!in!s
$xit slips
L#st 19at t9e st/dents 1#&& e do#n+ and 19at t9e tea"9er 1#&& e do#n+5 Day , o' ,
Lesson Reso/r"esB
)ater#a&s TPE,
C %#n
(3ass#n+
3er#od)
at their seats
off
C %#n
B=C:?C:=C:?AD
class
to each other
E0ood 8hin!s.F
recently
pass
C %#n
B=C:?A:=C:@CD
(eceive work ack &ass ack work to students Worksheets
@ student volunteers
C %#n
B=C:@C:=C:@AD
0o over the Word Wall as a
class7 define the words usin!
their notes
Define resistance.
/dd more words to the wall.
0o over the Word Wall with the
students. /sk students to share aloud
the definitions.
/dd resistance as one of the words.
/sk students to define the word.
/dd any other words the students would
like.
Word Wall
Garker
,oteooks
&ens6&encils
1= %#n
B=C:@A:=C:AAD
4ocratic 4eminar
Discuss importance of 4oc
4em
5ntroduce what a 4ocratic 4eminar is.
(ole play as an example usin! the
different resources
@hy is 'oc 'em important0
(esources
#hairs in a circle
1= %#n
B=C:AA:==:CAD
Learnin! #enters
$xplain instructions for Learnin!
#enters
o H=:> 1oca #enter: #hoose a word
that you are most unfamiliar with.
<ill out the worksheet.
o H?:@ (eadin! #enter: (ead p!.
?MO:?MJ. /nswer the 'uestions: =.
What is the 5L0W9 strike" >. Why
did =@M workers die" ?. What do
you think caused the fire" @. What
does Eskeletons endin! over
sewin! machinesF mean" A. What
do you think the /sch 2uildin!
needed to e more of a safe place"
o HA:M #atch 9p #enter: 0ather all
work that could e used for the
4oc 4em. <ill out any worksheets
or !et makeup work from
classmates: $xperiential6Writin!
reflection P 2rain&O& video P
Worker) consumer) entrepreneur
1oca worksheet
8extook &
'uestions
List of resources &
worksheets written
on oard
Desks
0et in !roups and set up
desks to face each other
hierarchy P 2rom the Depths 4ee
Gean P Word Wall P (eadin!s:
0roup = L p!. ?AJ) ?MC -$.) 0roup
> L p!. ?M> -#.) 0roup ? L p!. ?MA
-W. P 5( video) 4ay 4omethin! /sk
4omethin! P Gaps P 8<4D video)
worksheet P Gath worksheets P
9nfair treatment notes
4plit class up into their !roups
1= %#n
B==:CA:==:=AD
1= %#n
B==:=A:==:>AD
1= %#n
B==:>A:==:?AD
1= %#n
B==:?A:==:@AD
Work in =
st
rotation
Work in >
nd
rotation
Work in ?
rd
rotation
Gakeup #enter
/llow students to work in (otation H=
4witch to (otation H>
4witch to (otation H?
/llow students to do makeup work if
needed.
1oca worksheet
8extook &
'uestions
List of resources &
worksheets written
on oard
Desks
,oteooks
&ens6&encils
8imer
1C %#n
B==:@A:=>:CCD
/nalyze picture and do 4ee
Gean Gatter in noteooks BA
minD7 share with a partner
what they wrote if they are
done
Dialo!ue as a class aout
the picture
Write notes in noteooks
4how 'chools as 2actories picture and
allow students to do 4ee Gean Gatter
students are doin!.
2reak up picture into sections and !o
over each one7 dialo!ue with the
students
(efer ack to how school is Echild
laor.F Write on the oard unfair
treatment that students !o throu!h
&ro%ector6Laptop
&icture
,oteooks
&ens6&encils
1C %#n
B=>:CC:=>:=AD
5ndividually choose6come up
with at least A:O 'uestions
they want to ask durin! the
4oc 4em. BA minD
Gock 4oc 4em in their
!roups
/llow students to come up with A:O
'uestions.
0ive time for students to do a mock 4oc
4em in their !roups of A
5( Gath &rolems
worksheet
&ens6&encils
C %#n
B=>:=A:=>:>CD
dismissal
&ass out index cards for exit slip: Do
you feel prepared for the 4ocratic
4eminar" What will you do this
weekend to e as ready as possile on
Gonday"
What 'uestions) concerns) or
comments do you have"
4tudent elon!in!s
$xit slips

Learning Segments - Industrialization

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Learning Segments - Industrialization

Caricato da

Copyright:

Formati disponibili

Lauren Daus & Jose Ortiz

PLANNING FOR THE LESSON

Potrebbero piacerti anche