iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers: Rachel Blitz

Subject:
Social Studies 5th grade

Common Core State Standards:

Strand 1: American History
PO 2. Explain the effects (e.g., economic, cultural, environmental, political) of
human migration on places.
PO 3. Use primary sources materials (e.g., photos artifacts, interviews, documents
maps) secondary source materials (e.g., encyclopedias, biographys) to study
people and events from the past
Concept 7: Emergence of the modern united states
PO1. Discuss reasons (e.g., famine, political discord, religious persecution,
economic opportunity) why people left their home country to start a new life in the
United States.
PO2. Describe the experiences (eg, Mew language, customs, opportunities,
hardships)
5.SL.1 Engage effectively in a range of collaborative discussions (oneonone, in
groups, and teacherled) with diverse partners on grade 5 topics and texts, building
on others ideas and expressing their own clearly.
Objective (Explicit):
Students will be able to infer, make predictions and be able to formulate
higher thinking questions using primary sources
Students will be able to have a greater foundation on understanding
discrimination, immigration and the impact this had on the settlement and
civilization in the United States
Students will be able to enrich their knowledge on the Gold Rush in California
and how this influenced opportunities and new customs for America.
Students will be able to look at a closer lens at the Chinese discrimination by
completing worksheets, looking at quotes and using primary sources.
Students will collaborate with their peers in a group setting to build on the
curriculum and use abstract thinking.
Evidence of Mastery (Measurable):

The students will be first examining a first hand quote from a Chinese immigrant
coming to the US during the gold rush. As a class the students and teacher will
discuss this quote. Students will then answer questions from the What Do You Know
handout that goes over in a broad context basic questions regarding the Chinese
discrimination and immigration into the US during the Gold rush. This will test their
knowledge to see how much they know about this topic. The students will then
watch a short clip that gives a foundation and intro to what the Chinese immigrants
faced as they migrated to the US during the Gold rush. During this time students
will be completing the before, during and after handout based on the YouTube clip
they are watching. Students will then be given either an image of an artifact,
picture or text of Chinese immigrants. Students will then ask each other in their
group, Document Based Questions examining the image given. Lastly students will
be given a poster for every four students and write one word with an image that
represents what these individuals felt that is depicted in the image given. Each
group will share their poster to the class. Both worksheet and handout will be each
worth 10 points for effort and completion, along with the poster that is worth 10
points as 5 points will be for the image drawn and five points for word chosen to
symbolize thoughts and feelings of what is depicted in the image.
Sub-objectives, SWBAT (Sequenced from basic to complex):
The student will be able to know how to formulate epistemology, source work or
empathy document based questions.
The student will be able propose questions both by themselves, in a classroom
discussion and with their peers in a group effort.
Key vocabulary:
Materials:
Civil Rights Acts

Immigrants

Immigration

Citizenship
Discrimination
Exclusion Act
Gold Rush

Minority

Poster Paper
Paper
Pencils
Colored markers
Eraser
What Do You Know? Worksheet
Quote Slip
Before/During/After Handout
Artifact, Text, or Photo Images
(Primary Source)
Access to internet for YouTube clip:
https://www.youtube.com/watch?

Primary Source

v=HhPeJKDcDXk

Artifact
Text
Photo
Opening (state objectives, connect to previous learning, and make relevant to real life)
To open this lesson the teacher will inform the students that they will be learning
about Chinese Immigration and the discrimination they faced during the Gold Rush.
The teacher will touch and introduce this topic. The teacher will discuss what the
Chinese immigrants faced migrating to the California during the Gold Rush, why this
occurred, how this impacted the civilization, population and settlement of these
immigrants to the US. The teacher will call on students that have questions or have
knowledge to share on this topic. The teacher will inform students they will
interactively engaged with their peers and as a class through worksheets, activities
and a group project.
I Teacher Will:
Student Will:
n
s
t
r
u
Teacher will hand out a slip
Student will individually read
c
that is a quote from a Chinese
quote and write down in their
t
immigrant coming to the US for
notebook what this quote means
i
the first time.
to them.
o

Teacher
will
bring
the
class

Students will raise their hand and

n
back together and discuss with
contribute to the discussion by
a
students
what
this
quote
explaining what they think the
l
means.
quote means.
Teacher will pass out the What
Students will complete the do you
I
Do
You
Know
handout
that
asks
know worksheet for 10 minutes
n
questions on what they know
jotting down ideas of their prior
p
about
the
Chinese
immigration
knowledge on this topic.
u
during the gold rush in
t
California.
Students will make sure their desk
Teacher will inform students
is faced to the projector in order
that they will be watching a
to watch the video.
short clip that discusses why
the Chinese immigrated to the
US, the discrimination they
faced and what this was like
Students will fill in the first column
for them during the gold rush.
called before the video. Here

Teacher will handout the

before, during and after
worksheet to students

Teacher will play the YouTube

clip and tell students that they
will be filling out the during the
video column as the clip is
playing
Teacher will stop the clip and
tell students to fill out the last
column called after the video
Teacher will collect this
worksheet

students will write their thoughts

on what they know about the
Chinese immigration during the
gold rush.
Students will take notes in the
During the video column on what
the video is discussing

Students in this column will fill out

what they think about this topic
from the video

Students will pass forward

worksheet.

Co-Teaching Strategy
Another teacher in the classroom will float around assisting students that may
need help or make sure that all students are completing instruction correctly.

G
u
i
d
e
d
P
r
a
c
t
i
c
e

Differentiation Strategy
Students reading the quote from a primary source can help students
experience and have a mental picture of the emotion, thoughts and feelings
that the Chinese immigrants felt.
The YouTube clip can also help students jump in the shoes of a Chinese
immigrant as many artifacts are shown within the video.
Vocab terms that are used within the video or throughout the content of the
lesson as a whole will be shown and defined on the white board.
Teacher Will:
Student Will:

Teacher will pass out 1 primary

source to each table group of
four students. Each image will
either have an artifact, text or
title on it that correlates to the
Chinese immigrants and the
discrimination they faced
Teacher will tell students that
they will be producing a
document-based question
using elements of either

Students will examine their 1

primary source amongst their
table group and discuss on what
they see.

Students will listen to teacher

instructing them on the elements
that consist of document based
questions

epistemology source work or

empathy questions based off
the primary source they are
given.
Teacher will explain that
document based questions are
questions building off your
knowledge and using the
primary source as a backbone
to draw conclusions on what a
source/image depicts.
Teacher will then explain the
epistemology questions,
source and empathy questions
are.
Teacher will tell students to
work in their table groups and
come up with an either
epistemology, source work or
empathy question based off
their image they are given.
Teacher can give sentence
stem examples like: How does
the women or men in this
picture feel? Who do you think
took this picture? Why do you
think this artifact is in black
and white? How does the
words convey discrimination in
this text?
Teacher will call on each group
having them share their
question and what they
interfered from the primary
source.

Student will take notes if needed

on what the teacher is explaining
on what DBQS questions consist
of.

Student will listen to teacher

discuss these three elements of
Document based questions.

Students will gather in their table

groups and examine the primary
source, discuss and as a group
write an epistemology, source
work or empathy question.

One student of each group will

share their question and discuss
what they talked about.

Co-Teaching Strategy
Teachers would walk around the classroom and make sure students are looking
closely at the images of artifacts, texts or pictures on Chinese immigrants.
Teacher would ask questions on what they see and what the image depicts.

Differentiation Strategy
Teacher listens to students in their group make Document Based Questions
and make sure students are basing their questions in either a epistemology,
source work or empathy way. Teacher can provide sentence stems for students
to articulate their DBQs.
Teacher Will:
Student Will:

I
n
d
e
p
e
n
d
e
n
t
P
r
a
c
t
i
c
e

Teacher will pass out poster

and markers to each table
group
Teacher will tell students that
they are to write one word with
one picture on the poster with
their group members on what
the primary source to them
meant.
Teacher tells students to work
with their group sharing ideas
on what they will write and
draw. Teacher will give class 20
minutes to complete this
Teacher rings the bell, the
bring together class.

Students get out any other

additional supplies they need to
use with this poster
Students listen to teachers
instructions and guidelines of the
project.
Students gather back in their
groups and discuss amongst each
other the one word they will
choose and what primary source
they will draw to symbolize this.
Students are quiet as the teacher
rings the bells and get prepared to
share their poster.
Each group of four students
shares their poster for 2 minutes
per group.

Teacher calls on each group to

present their poster
Co-Teaching Strategy
Teachers may make sure all four students are sharing ideas amongst
each other and contributing to the discussion of what they are going to
draw and write on the poster.
Differentiation Strategy
Teacher may suggest to look back at the primary source for guidance and
reference to assist them on what word they would choose and what they will
draw. Teacher may also inform students to look at the white board of key terms
listed and how this may correlate to what the image evokes.
Closing/Student Reflection/Real-life connections:
Teacher will wrap up the lesson by informing students that before they leave as
their exit ticket, they will be writing on the parking lot which will be the back wall

with a giant post it note for students to write a sentence or two on what they
learned from todays lesson. As students are writing on the parking lot the teacher
will Inform students that tomorrow they will build more on this content by reading
the novel The Coolies and writing a letter to the characters in this novel.