Carrie Balk

Lesson Plans Week of September 6, 2011 Monday No School Tuesday

Standard: No Standard.

Wednesday
Standard: 6.1 Growth of an Industrial and Urban America How did America become a major industrial power? How did workers respond to these changes? How did city and rural landscape and populations change during this time? Learning Objective: Students will examine the growth of cities in the United State

Thursday
Standard: 6.1 Growth of an Industrial and Urban America How did America become a major industrial power? How did workers respond to these changes? How did city and rural landscape and populations change during this time? Learning Objectives: Students will analyze the impact of rapid urbanization on American life in the late 1800s. Students will discuss the experiences of immigrants in the U.S. Lesson Progression 1. Warm Up Question: List two positive and two negative impacts of city population growth during this time period. 2. PPT: Progressive Analyst

Friday
Standard: 6.1 Growth of an Industrial and Urban America How did America become a major industrial power? How did workers respond to these changes? How did city and rural landscape and populations change during this time? Learning Objectives: Students will be able to identify the different types of people who became progressives and analyze the aspects of American society that were criticized by the progressives. Lesson Progression 1. Warm Up Question: Robert LaFollette is a famous Progressive. How would our society today be different if LaFollettes idea (direct election of senators) had not been enacted into law?

Learning Goal: The students will learn about Mrs. Balks classroom structure and expectations.

Lesson Progression: 1. 2. Seating Chart Intro PowerPoint (About Me!) ; Classroom Expectations; Shocking American Statistics HANDOUT Class Syllabus Creating Powerful Goals!

Lesson Progression
1. Warm Up Question -students will use their whiteboards to answer the following questions based on a late19th century urban population growth chart (PPT): Take a look at this late19th Century population chart of major U.S. cities. Are city populations increasing or decreasing during this time period? (line) What is one negative implication of this huge population change in these major

3. 4.

A. Cooperative Learning

A.

PPT: Womens Suffrage

5.

Books Handout and Record

cities? 2. PPT: Urban Growth * Why Did City Populations Increase? * What Impact Did This Have? (Individual Whiteboard Responses) 2. PPT: Immigration and Social Problems notetaking 3. PPT: Industrial Disorder

Activity (HANDOUT) Students will be arranged in groups. Each student will research a progressive analyst and jot down notes. Studens will share individual information with their groups. 3. PPT: Political Reform Direct Primary Election Students will read Wisconsin Laboratory of Democracy in their textbooks on pages 252-253. Students will jot down notes on their whiteboards. 4. Class will discuss information on whiteboards regarding Direct Primary Election. 5. PPT: Direct Primary Election What Students Need to Know (notes)

Right To Vote Students will complete a KWL chart Reading Assignment on Womens Suffrage (pg 253-254) 3. PPT: African Americans late 1800s

A. PPT: Economic Reforms

Helping Workers Students will answer some questions on helping workers and complete a short writing assignment Take A Stand Progressive belief that women are weaker and require protection from men

A. TICKET OUT THE DOOR:

Write a paragraph (5 sentences) describing what is going on in the political cartoon!

Check for Understanding: Ticket Out the Door Goals for First Nine Weeks!

Check for Understanding: Ticket Out the Door Goals for First Nine Weeks!

Check for Understanding Direct Primary Election - Discussion

Check for Understanding: Take a Stand