Unit Plan Critique

Part 1: My Unit Plan

Subject: 9th grade American History
Topic/Big Idea: Urban America
Guiding Question(s):
How did immigration lead to nativism and future discrimination
against certain ethnicities in America?
How did industry and urbanization lead to the growth of cities
and a separation of classes?
What is the difference between ideas of Social Darwinism and
the Gospel of Wealth?
What is the Populist Party?
What are some examples of segregation and discrimination that
led to activists such as Booker T. Washington and W.E.B Dubois?
Standards:
6.1.3 Urbanization- Explain the causes and consequences of
urbanization including:
o Development of cities divided by race, ethnicity and class.
o Resulting tensions among and within groups.
o Different perspectives about immigrant experience.
6.1.4 Growth and Change: Explain the social, political, economic,
and cultural shifts taking place in the United States at the end of the
19th century and beginning of the 20th century by:
o Evaluating the treatment of African Americans, including the rise
of segregation in the South as endorsed by the Supreme Courts
decision in Plessy vs. Ferguson and describe the response of
African Americans to this inequality.
Learning Objectives
Students will be able to:
Understand the journey immigrants faced to reach America and what
experiences they faced when arriving leading to calling this time the
Gilded Age.
o Students must know the definition of the word Gilded.
o Students must know the definition of the word nativism.
Empathize for African Americans and the types of discriminations and
limitations they faced concerning civil rights.
o Students will learn about Jim Crow Laws
o Students will experience some of the limitations set on African
Americans.
o Students will examine the Plessy vs. Ferguson Supreme Court
case.

o Students will study one African American activist and their fight
for civil rights
Compare how an increased standard of living led to the separation of
classes in urban areas and how it started a going out culture.
o Students will learn about the creation of professional sports.
o Students will listen to music from this time period and see how
music from today stemmed from music from this time.
Lesson Content
- Day 1-3
- Instead of the traditional chapter vocab and guided bookwork, I
students will have to write down the heading of each section in the chapter,
and then write two or three important facts about each heading. Students
have been complaining about the traditional routine of getting guided
bookwork worksheets and a vocab sheet created by either my mentor
teacher, or myself, so instead I am putting the responsibility on them. I will
give them the entire hour to read through the chapter and come up with the
things they believe are most important and they can take part in the
information they would like to be tested on. I created a PowerPoint in case
there is little class participation, but as we go through each part of the
section, I will fill in content that will be useful to their learning. This is a
opportunity and experiment to co-teach with my students, in order for them
to take some pride and ownership of the material they will be learning.

T HE ELLI S I SLAND I NT ERVI EW

WOULD YOU PASS?
W hen they arrived at Ellis I sland, immigrants had to go through a long interview before being admitted into
the country. T he government wanted to make sure that each new citizen had a realistic plan for their new life
here and had opportunities waiting for them. Being sick, not being able to read and write, or not having family
in the United States could sometimes convince immigration officers to send people back to their homeland.
Below are questions from the standard interview that every person processed at Ellis I sland had to
answer. See if you could pass the test!

What is your name?

How old areyou?
Areyou a boy or a girl?
Areyou married?
What is your job?
(If you dont haveone, you can writestudent)
What country areyou from?
(If yourefromtheU.S., namethecountries your family camefrom.)
Wheredo you plan to liveherein theUnited States?
Who paid for your passage?
How tall areyou?
What color areyour eyes and hair?
Do you haveany birthmarks? What do they look like?
Wherewereyou born?

Next, try answering the Yes or No questions on the following page.

Copyright 2012-2013 Education.com www.education.com/ worksheets

created by:

As we begin the chapter with immigration, students will start the day
filling out this example of questions many immigrants were asked when
traveling to America. Any one specific answer to a question that caused for a
red flag could prevent an immigrant from entering the United States.
Students found this to be interesting as we moved into different ethnicities
and their lives as they entered this sought out country. The class then moves
through a PowerPoint where students take notes on urbanization and the
establishment of classes. While learning about life in cities, we discussed the
going out culture that ensued from an increase in the standard of living.
People spent on entertainments such as the invention of basketball, football
in universities, and creation of professional baseball teams. Furthermore, we
take a look at ragtime music and the King of Ragtime Scott Joplin. As
students hear traditional ragtime, I show clips of ballroom dancing, Michael
Jackson, and current break dancing today that have all adopted themes from
ragtimes syncopated beats. As we move to more important issues
concerning segregation and Jim Crow laws, students are given a literacy test
to represent the types of limitations created for racial discrimination.

Day 4: Open Note Quiz

1. What does the term Gilded mean and how does it apply to American
society?
2. What are the three classes that urban resident were separated into,
where did they live, and what kind of jobs did they have?
3. Give two examples of entertainment enjoyed during this eras going
out culture.
4. What are two ways whites attempted to prevent blacks from voting
and explain them?
5. What is the difference between inflation and deflation?
6. What is nativism and give an example of two groups that
experienced discrimination?
7. Describe one African American activist and a summary about their
fight for civil rights.
8. What were two social groups that provided religious aid to the poor?
9. Describe the Plessy vs. Ferguson Supreme Court case.
10. How does the Gospel of Wealth differ/compare to Social Darwinism?
Day 5-6: Review
1. Review Sheet for chapter test.
2. Catch Phrase Review Game.
-Teams of 4. Each team will get 2 minutes to get as many points
as they can.
- One person will draw a card with a vocab word on it. That
person will give clues describing the vocab word to his team,
without saying any word on the card or rhyming, but by giving its
definition and examples from what we learned.
- Once his team guesses the word he draws another card and
repeats the process.
- After the two minutes are up, the team will add up the points,
and its the competing teams turn to play.
Day 7: Chapter Test.
-Differentiation Notes for Low-Achieving students
Ch 4: Urban America
Lesson 1: Immigration

Europeans Flood in America

-Between 1865 and 1914, _______________ immigrants flood into America.
-_______________- one who enters and becomes established in a country other
than their own. (Vocab Word)
-__________________- those who came before 1890 from northern and western
Europe
-__________________- those who came from eastern and southern Europe
-Reasons for immigrating
-Plenty of jobs, to escape poverty and restrictions of social class
-Lacked resources to buy land, so settled in ______________________
The Atlantic Voyage-Rough passage for immigrants in cheap ______________ships.
-Crowded, smelled, poor food quality
Ellis Island (Vocab Word)
-Tiny Island in _______________________ harbor.
-____________ million immigrants pass through between 1892 and 1954.
Diverse Cities
- By 1890, Immigrants made up a large percentage of the population in cities
- ________________ separated by ethnic groups (Example. Little Italy)
- Spoke native language and communities recreated to be similar to
homeland.
Asian Immigration
- 1850 _______________ Rebellion caused 1000s of Chinese to head to the US
-Settled in _____________________ cities.
- Many Asian immigrants (Chinese and Japanese) arrived in the city of
_______________.
Nativism Resurges
- (Vocab Word)- ___________________- hostility to immigrants by native-born
people.
- Came about because of many Irish immigrants coming to America
- Feared the Catholic immigrants would over run Protestant religion.
-Immigrants undermined American workers ________________.
Backlash Against Catholics
- (Vocab Word) American Protective Association-Restrictions on Asian Immigration
-Anti-Chinese attitude led to racial violence
-____________________________: Formed by Denis Kearny fought Chinese
Immigration. (Vocab Word)

- (Vocab Word) Chinese Exclusion Act 1882: Banned Chinese immigration

for ____________ years and prevented those already in US from getting
citizenship.
-______________________: racially segregated schools for Chinese, Japanese,
and Korean immigrants.
Lesson 2: Urbanization
Americans Migrate to the Cities
- Modern cities develop ________________, public ____________________, and
ethnic neighborhoods.
-New York population grows from _______________ to __________________
-Chicago population grows from ___________________ to
________________________
(Vocab Word)- Skyscrapers- _______________________________________________
-Mass transit- horse cars, to ______________________ which are pulled by
underground cables, to subways systems.
Separation by Class
1. Upper Class
- Live in fashionable districts in the _________________________________
- Relied on servants, butlers, chauffers, and spent money on
___________________
2. Middle Class
- Moved to suburbs outside the city to escape ______________ and
_________________
- Worked as doctors, ________________, teachers, and architects
-______________________: women who worked charitable and reform
activities.
3. Working Class
-Couldnt own homes, so lived in _________________(Vocab word) which
were multi-family apartment buildings
-Made living cheaper on industrial workers income
-Educated white women worked as clerks and secretaries
-Immigrant women and AA women worked as domestic servants with
_______________ hours and _________________ wages.
Urban Problems
- Crime: Minor offenses such as ________________________ and major offense
like murder.
- Between 1880-1900, the murder rate rose from _________ to ____________ per
million people.
-Disease and pollution: Improper sewage contaminated city
_____________________ and triggered ______________________.
- (Vocab word) Political machines:
______________________________________________

- Party ___________________: Controlled the political machines.

Lesson 3: Social Darwinism and Social Reform
Gilded Age Ideas
- (Vocab)- Gilded- covered in ____________ on the outside, but is made of
cheap material on the inside.
- Metaphor for the time period bc even though American society seemed to
sparkle, it was full of crime, poverty, and discrimination
Idea of Individualism
- Vocab: - no matter ones background; one can become successful through
means of effort
- Horatio Alger- ________________________ novels
Social Darwinism vs. Gospel of Wealth
- (Vocab) Social Darwinism: survival of the fittest
-(Vocab) ____________________- those who can adapt survive, those who dont
die.
-Opposition to Darwinism
-Gospel of Wealth (vocab)- the rich should _________________________ with
the less fortunate to better society
- (Vocab) Reform Darwinism- people have existed because of
_____________________.
- ___________________: Some people have failed in life because of
circumstances they couldnt control.
Helping the Urban Poor
- Many Christian groups and organizations are formed in order give charity to
the poor.
- Salvation Army and YMCA (Young Mens Christian Association)- faith
and reform by giving _____________ and __________________ counseling.
Public Education
- Industry and Urbanization created a demand for trained and educated
workers.
- # of children increased from _____________ to _________________ million.
- (Vocab) ______________________: teaching American traits and
characteristics
A Changing Culture
- Cultural change around forms of education
- (Vocab)- Realism- portraying the world realistically through art and
literature.
- Samuel Clemens aka Mark Twain- Adventures of ___________________________

Popular Culture-Industry increased standard of living, causing people to spend money on

entertainment and the __________________ culture.
-Saloons, Amusement parks, sports events
- 1869- ____________________Red Stocking were 1st baseball team
-1903- 1st World Series played between Pittsburg _________________ and
_____________ Americans.
-Late 1800s football is spread to public colleges.
-1861, James Naismith invents indoor game called, __________________________
-Ragtime Music- Club music using patterns from ______________________ music
(People)- Scott Joplin: _______________________
Lesson 4: Politics of Gilded Age
Politics in Washington
-(Vocab)- _______________________: government jobs handed out after an
election
-Garfield wins presidency in 1880 and supporters try and claim jobs
Civil Service Reform
-Rutherford B. ______________ end spoil system
-Pendleton Act 1883: government jobs filled by competitive written exams.
Unrest in Rural America
- (Vocab) Populism- movement to increase farmers political power and
work for legislation in their interest
- Technology increases crop supply, which caused prices to fall, leaving
farmers struggling to survive.
Money Supply
- Farmers believed adjusting the money supply would solve their problems
- Wanted to use silver as currency
- (vocab) __________________- paper currency NOT able to be exchanged for
gold/silver.
Inflation vs. Deflation
-(Short answer Question)- Inflation- increase prices, decrease value of
money
Deflation- decrease prices, increase value of money.
Rise in Populism- Farmers unsatisfied with Republicans and Democrats because they favor
Industry and banks over farming
- From the _________________ PARTY
Lesson 5: Rise of Segregation

Imposing Segregation- attempts to unify blacks and whites failed. Instead

a movement to diminish AA civil rights took place
Take away the vote
- 15th amendment- cannot be denied the right to vote based on _________,
___________, or ______________________
- Other ways to deny right to vote were put into place
-Poll tax- fixed amount of $ in order to vote (to expensive for poor AA)
- ________________ test: required voter to be able to read and understand
Constitution.
- AA had little education, so made it difficult.
- Grandfather Clause any man could vote if he had an ancestor that
could vote in ___________________
Legalizing Segregation
- Jim Crow Laws- state laws that enforced discrimination
-Overturning Civil Rights Act 1875
- No STATE can deny civil rights or Equal Protection Laws
- However, private organizations can: Ex) ____________, ____________,
______________
-Plessey vs. Ferguson
-(People) Home Plessey is arrested for ride in a ___________ ______________
railcar.
- Plessey challenged that his civil rights were violated
-Supreme Court upholds Louisiana law ______________ but _______________
AA Response: The Nadir
-Nadir- low point in AA status in American society
-(People) Ida Wells
- B/w 1890-1899, avg of ___________ lynches per year
- ______________: execution by hanging without legal trial.
- Leads a crusade against lynching
-(People) Mary Church Terrell
-Lifelong battle against ______________, __________________,
________________
-Helped found the ________________________ (Vocab)
- Booker T. Washington
- Believed in fighting for Civil Rights through ____________________
-Started All Black Colleges
- ______________ Speech: Equality through Education
- WEB Dubois
-Encouraged physical fight for Civil Rights

Ch 4 Review Sheet
Vocab:
ImmigrantEllis IslandEthnic NeighborhoodNativismAmerican Protective AssociationWorkers Party of California-

Chinese Exclusion Act of 1882(Jobs and where they lived)

Upper ClassMiddle ClassLower ClassUrban Problems (3)
GildedIndividualismSocial DarwinismNatural SelectionGospel of WealthReform DarwinismSalvation ArmyYoung Mens Christian AssociationAmericanizationRealism
Ragtime MusicSpoil SystemPendleton Act 1883PopulismGreenback
InflationDeflationPeoples Party15th AmendmentPoll TaxLiteracy TestGrandfather ClauseJim Crow lawsPlessey vs. Ferguson
The Nadir

People:
W.E.B. Dubois
Booker T Washington
Mary Church Terrell
Ida Wells
Homer Plessey
Rutherford B. Hayes
Scott Joplin
James Naismith

Short Answers:
1. What does the term Gilded mean and how does it apply to American
society?
2. Describe the Plessey vs. Ferguson Supreme Court case.
3.What are the three classes urban residents were separated into (where did
they live and what kind of jobs did they have.)
4. What are two ways whites attempted to prevent blacks from voting and
explain how they did this?

Part 2: The Critique

STAGE 3: PLAN LEARNING EXPERIENCES
One difficult thing when it comes to teaching history is that there is a
multitude of standards that the state expects a teacher to cover. As I
originally began to prepare for this chapter unit, I was nervous because this
is a time in history that seems to be passed by in high school, at least that I
can recall. This period consists of the years in between the Civil War/
Reconstruction to the Roaring Twenties. So I wondered if I should make this a
short unit in order to get to the more interesting content that I know many of
my students are dying to study. This will be the seventh unit we have taught
in our classes between my mentor and I, and each time it has been a very
similar and repetitive routine. Students are given a guided question
worksheet and a vocab sheet as an introduction to the chapter, in which they
have the whole hour to work on. The next two to three days consist on
lecturing, either by notes on the board or through a PowerPoint. Students
then take an open note quiz followed by a day to work on a review sheet and
usually a review game. Finally students take a test on the entire chapter. I

decided that for a chapter on content I thought my students would be bored

learning, I would change up the routine in order to engage them. Also they
had been complaining about the repetitiveness of our class routine, so I
thought I would throw a little curve ball at them. Instead of giving a vocab
and worksheet, I instead assigned students to read through the chapter,
write down each heading, as well as two or three important facts concerning
each heading. Then together we would go through each heading, decide as a
class what was important, and together decide on what material the
students should be tested. This might be a little more time consuming and
demand more student involvement then any of us were used to, but I
imagined that if the students had a more active role in their learning, then
they might get a little more out of the lesson. I also prepared myself to coteach and elaborate on the material they decided on as a class in order to
ensure a more fruitful lesson. While I prepared myself with the material, I
started to realize that there was some relevant issues that my students
would benefit from learning about and I was inspired to create as many
opportunities as I could to provide my students will real learning.
I did not have much of a choice on teaching this unit because chapter
four comes after chapter three. More importantly I look at history as telling a
story, and teaching the gilded age during the Progressive Era at a different
time just really did not fit the story that I am attempting to tell to the
students. Previous to this chapter we had covered the Civil War and the
Reconstruction era that followed it. Learning about the Gilded age, the arrival

of many other cultures and ethnicities, and how immigrants and African
Americans lived during a time of racial and religious discrimination was a
perfect bridge into the next chapter of our story. One of the main goals I
hoped to achieve was to continue filling in my students on the one hundred
year struggle African Americans faced to achieve civil rights and liberties in
this country. To supplement that goal, I hoped that learning about the
struggles of other ethnicities that arrived in this country would create some
understanding and acceptance of other types of people. With social media
relaying certain issues that are occurring in our society today, I can feel the
presence of attitudes allied with Black Lives Matter in which my students
victimize African Americans and the struggles black are facing today. Though
I believe it is important for them to learn and understand how we have
arrived to this point in our society, learning about the struggle of other
cultures and the victimization they faced, such as Asians and Jews, hopefully
my students can become more accepting and understanding of the different
people around them.
I was very pleased with the outcome of this unit considering my
original thoughts on how this unit would go. One thing that I was very
pleased with was the initial enjoyment and the looks on my students faces
when they heard that they would be making their own worksheets and
deciding on what information was important. There were of course a few
groans for the amount of work this would require, but the idea of
commandeering my role of making quiz and test questions was uplifting for

many of my students. I can recall at times when students would inquire to

why there were items from review sheets and notes that we learned about
but were not tested on. I would respond with that it is all-important
information that they need to learn; I only choose certain ones at random to
make sure they were learning all of it. The idea of them choosing what was
important removed this frustration my students had been feeling throughout
previous chapters. One aspect I enjoyed as the teacher was during the
decisions of what was important and what was not. Students would debate
whether certain statements, definitions, and people to know were important
or not. They challenged each other with questions on why one thought they
should have to know the item at hand, and what it had to do with what we
were learning. This was exciting for me because students were discussing
the material and analyzing the significance of many different issues.
A second reason why this way of teaching and learning was successful
was because traditionally, students have worksheet that they turn in with
each test and their notes that we take in class. Often times students focus
more on the notes that we take in class because that is where they have
found most of the important information is talked about as a class. The
worksheets have other miscellaneous items that never get touched on again
and it causes them to either incomplete the assignment or lose the
worksheets all together. During this strategy of teaching, students notes
equaled the worksheets they are required to turn in with each test. In
essence, they made their own worksheets. When time came to turn in the

worksheets for credit, a much larger number of students had the assignment
completed.
When preparing for this unit I started implementing different things
into the lectures that I thought we be more engaging for students. Previously
I had been following my mentors routine, but at this stage of the internship I
have earned more leniency and freedom in the activities I do with my
classes. One topic we covered during the gilded age was Jim Crow laws.
Instead of just giving a definition and examples of how African Americans
were discriminated and segregated from whites, I was able to find an
example of a literacy test African Americans were forced to take in order to
be able to vote. Before students took the literacy test, I explained what a
literacy test was and how southern states made these tests tricky and
difficult in order for uneducated blacks to fail, preventing them from being
able to vote. As my students began to take the test, over half of them were
shocked at the difficultly of the questions. They began to respond with
resistance from what I believed was fear of lack of ability. This fear of lack of
ability and embarrassment in front of peers is a common factor for resistance
and disengagement in schools today. I had previously taken the literacy test
and planned on this happening. I made sure to urge my students to do the
best that they could. As we went through the literacy test together, I told my
students how if I had taken this test in this time period, I would have failed
because I got two questions wrong. This enabled my students to jump back
on track with the activity because if I didnt even pass, then the

embarrassment of failing was not as big of a deal. The point of the activity
was to show how difficult the test were in order to prevent African American
from voting and it did the trick.
Another example of how this activity was successful was because
almost every student asked if they could take it home with them because
they wanted to show a sibling, parent, or friend to see if that person would
be able to pass the test. Towards the end of the chapter, when I was
collecting the chapter vocab and worksheets, many students (even the really
unorganized ones) pulled out the literacy test to turn in. To me this showed
that they had purposefully saved it instead of disregarding it all together and
loosing it. Another way I observed that this activity was successful was when
grading the chapter test. There were a couple fill in the black questions that
a portion of my students struggled with. When picking their brain for the
answers, the only thing that could come up with was literacy test and poll
tax. Though these were incorrect answers to the question at hand, it was the
one thing that they remembered the most, causing them to take a guess.
One thing that I have always vowed I would teach in my history classes
is music. Music is such a prevalent thing in our society and I personally
believe that music touches almost every single person in this world. It is
used for celebration and grieving, there is music is from different cultures,
and it brings people together. My students are obsessed with different artists
and are always referencing music and distracting me with different dance
moves during class. As we discussed popular culture, we talked about how

due to an increase in the standard of living; many people during this time
went to saloons and clubs. I began to tell them about Scott Joplin, the king of
Ragtime music, and how dancing became a popular part of society. As I
played this old time music I asked students, especially those who are always
dancing, to get up and try and dance to the beat. Many of them were
skeptical or shy, and not many did. However I then began to show different
artists and how these artists used the themes of ragtime music in their music
today. I showed Michael Jackson; dub step artists, and people breakdancing.
Students were able to see how the syncopated beats that originated from
ragtime music influenced themes in music that they love today. At the end of
the lesson, I again asked if students could come up to the front of the class
and apply the dances they love today to this old time beats. In one hour
especially, students were up taking turns dancing. It was a very cool sight to
see. Ever since then students will ask if they can listen to music during a test
or quiz, and after declining their request, they will ask if I will play ragtime
music quietly instead.
As every lesson and unit will have, there are some things that did not
go as well as I had hoped. The biggest frustration I had during this unit was
playing catch phrase as a review for the test. The review games that I
inherited from my mentor basically consisted of a definition being read
aloud, and a student or team guessing the vocab word that fit the definition.
The difference with catch phrase was that in order to guess a vocab word,
students had to be able to describe the word using the definition. This

caused for a deeper understanding of the material than the students were
used to. Right away the students began to get frustrated and give up on the
game. I had spent a lot of time making the catch phrase cards, so as they
got frustrated with being unable to play based on lack of ability to describe
each word, I began to get frustrated with the fact that my hard work was not
paying off. As I pushed them to keep trying, many students began to
describe the clues without using history. For example, the vocab word
inflation. The historical way to give clues to guess the word would be
something along the lines of, In the economy, this is when prices go up, the
value of money goes down. Students instead were saying things like, when
you put air into a ball, you are doing what to it? They had heard the word
inflation during the unit, so using that previous knowledge as well as the
knowledge that that means inflating the ball, they were able to guess the
word. This is not what I had planned for them to do, but the students were at
least competitively engaging in the material, so I let it go.
Another issue I faced was that by the end of the chapter, some of my
students begged for the old vocab and worksheets. The extra work they had
to put into learning the material was not worth the extra brainpower. Though
they had learned the material in what I thought to be an engaging and
beneficial way, many did not enjoy the change to our normal routine. I have
never understood why so many people do not enjoy change. Why do we as
human being, fall into a routine, and become uncomfortable and restless
when that norm is shaken up. From what I have studied in my college career,

the human brain has two learning parts. Part one is the part of the brain that
applies survivalist ideals. It is human nature to protect ourselves, so when
one is challenged to a point when they feel inadequate, our brain makes us
retreat to a place in which we know we can succeed, or at least not fail. The
difficulty is making the transition to the second part of the brain in which
critical and analytical learning takes place. Making that transition is a difficult
thing to do, and many of my students jumped back to part one and begged
for the traditional workload.
A final problem I faced while conducting a more student based learning
environment was that the opportunity for input was more prevalent. Because
the students were co-teaching with me, the atmosphere of the room was a
different, louder structure than usual. This made me personally uneasy. I
have been trained that learning takes place when students are quiet, sitting
still, and taking notes on information being presented to them. Though what I
have been learning at Michigan State University counters that idea of
learning, it is difficult to ensure learning is taking place among chaos. It takes
a lot of experience to manage a classroom, but to manage a chaotic
classroom is a completely different task. How do you know students
conversations are on task, and that they are not using the chaos as a means
to socialize? I found it difficult to keep those who were disengaged on task
without interrupting the students who were participating in the activity. I can
only imagine that experience will lead to a more solid flow in activities that
involve chaotic learning.

The interesting and amazing thing about teaching is that as the

teacher, you are constantly learning. Whether it is from hour to hour, or unit
to unit, I have created ideas based on past failures. There were a variety of
things that I had planned to do that I ended up straying from and attempting
something else. Having students and I co-teach was a very time consuming
activity. Also the day I assigned students to read through the chapter was not
enough time for them to finish the last sections. Instead of making them fall
back into the routine, I typed up my notes for the last chapter and together
we went over it and decided if anything should be removed. This way we
were sticking to the original game plan of a co-taught unit, but it didnt
require me to lecture in front of the class. Unfortunately, the information in
the final section of the chapter did not get instilled in their brains quite as
well, but I think it did the trick enough. If I were to teach this unit again, I
would do a much better job at guiding students while they take charge of the
information that we use. I would help them along a path, though the path
would have plenty of space to move along, it would guide them along the
right way. This way it would be a more structured type of chaos.